School of Education Course Listings

ADSUP 704 Leadership to Enhance Human Resources

Interpersonal and group relationships applied to administrative and supervisory functions in schools and districts; intensive experience in group process and the development of a positive school climate and culture.60 hours plus 25 to 35 hrs of leadership experiences in field-workCredits 4

ADSUP 715 Supervision for the Improvement of Instruction

An examination of varied productive supervisory techniques which promote the improvement of instruction and enhance the supervisory process.60 hours plus 25 to 35 hrs of leadership experiences in field-workCredits 4

ADSUP 716 Leadership Strategies for School Reform

An introduction to leadership theory, school, district reform and the school principalship. Leadership theory is explored from a systems perspective with a focus on both the theoretical and practical tools for promoting school and district change that leads to high levels of student achievement.60 hrs plus 25 to 35 hrs of leadership experiences in field-workCredits 4

ADSUP 717 Seminar in Evaluating and Applying Educational Research

This course provides students seeking to be educational leaders with the theoretical and the practical considerations for evaluating, conducting and using research in schools and school districts.60 hrs plus 25 to 35 hrs of leadership experiences in field-workCredits 4

ADSUP 721 Legal Issues, Finance, Facilities and Operations

A study of school legal issues finance and budgeting. Processes and cases from New York State, New York City, local school district and building level management of operations and facilities.60 hrs plus 25 to 35 hrs of leadership experiences in field-workCredits 4

ADSUP 731 Using Data, Technology and Assessment to Plan and Design Curriculum and Instruction

This course provides students seeking to be instructional leaders with both the theoretical and the practical considerations necessary for using technology, data, and assessment to plan and design curriculum for effective instruction.60 hrs plus 25 to 35 hrs of leadership experiences in field-workCredits 4

ADSUP 741 School District Leadership: Problems and Issues

System-wide administrators must combine the elements of vision, with instructional and administrative leadership in order to guide learning organizations. They must develop skills, strategies and knowledge of the leading educational issues they are facing to be able to create collaborative, safe, and successful educational environments capable of being successful. 60 hrs plus 25 to 35 hrs of leadership experiences in field-workCredits 4

ADSUP 751 District and School Based Field Experience Seminar in Administration and Supervision

Intensive applications of program knowledge, skills and dispositions in school and district field settings available to the student, and a 40 hour seminar that includes a two-hour unit on each of both child abuse prevention and violence prevention.60 hrs plus 200 hrs of leadership experiences in field-work stipulated in a contractCredits 4

BILED 701 Foundations of Bilingual Education

Historical overview of bilingual education and its relationship to ESL instruction. Emphasis is placed on social and linguistic theories underlying bilingual instructional models and the political context in which they function.includes 5 hrs of fieldwork

BILED 711 Bilingual Literacy (Spanish)

This course will focus on the development of literacy skills among students for whom English is a second language based on the New York State English Language Arts Standards. The emphasis will be on L1 and L2 literacy using both narrative and expository text as well as the arts.pre- or coreq: BILED 771; coreq: BILED 711.50 30 hrsCredits 2

BILED 711.50 Fieldwork in Bilingual Literacy

This fieldwork will help students develop observation skills and acquire practical knowledge of the design and management of bilingual literacy instruction and the classroom environment. Teacher candidates will apply theory to practice in their work with individuals and small groups. Six hrs per week of fieldwork in a bilingual elementary school or program. Students who receive a grade of B-, C+ or C must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. coreq: BILED 711 75 hrsCredits 1

BILED 712 - Bilingual Literacy (French)

This course will be conducted in French and English and will present how to differentiate the instruction in a bilingual balanced literacy program to meet the needs of both French dominant students and French language learners.prereq or coreq:BILED 77100 and BILED 71150 for the Childhood Education and Early Childhood Education master's degrees and BILED 71150 for the Advanced Certificate Leading to an Extension in Bilingual EducationHours30Credits2

BILED 713 - Bilingual Literacy (Chinese)

This course focuses on the development of literacy skills in both English and Chinese for students in bilingual programs. The emphasis is on L1 and L2 literacy using narrative and expository text, technology, and the arts as mediums for developing skills. This course will be conducted in Chinese and English. prereq or coreq:BILED 77100 and BILED 71150 for the Childhood Education and Early Childhood Education master's degrees and BILED 71150 for the Advanced Certificate Leading to an Extension in Bilingual EducationHours30Credits2

BILED 717 Language Assessment for English Language Learners

An in-depth treatment of key concepts, issues, and classroom procedures for assessing English language learners, integrating key notions of assessment and measurement with second language acquisition theory and current practices in the assessment of linguistically, culturally, and ethnically diverse students.prereqs: BILED 771, CEDCF 700.50Hours45 hrsCredits3

BILED 768 - Instruction through the Native Language (French)

This course will be conducted in French. Students will learn to master academic french as it relates to bilingual education and the content areas. They will also learn to integrate french language development into content area instruction.prereq or coreq:BILED 70100 and CEDF 70900 for the MSEd/Childhood Education Grades 1-6 with bilingual extension; for the MSEd in Early Childhood Education with bilingual extension, Program 1, BILED 70100 and ECF 70000, Program 3 BILED 70100 Hours45Credits3

BILED 769 - Instruction through the Native Language (Chinese)

This course will be conducted in Chinese. Students will learn to master academic Chinese as it relates to bilingual education and the content areas. They will also learn to integrate Chinese language development into content area instruction.prereq or coreq:BILED 70100 and CEDF 70900 for the MSEd/Childhood Education Grades 1-6 with bilingual extension; for the MSEd in Early Childhood Education with bilingual extension, Program 1, BILED 70100 and ECF 70000, Program 3 BILED 70100 Hours45Credits3

BILED 771 Psychology of Language Learning and Teaching

Survey of the research in first and second language acquisition as it pertains to bilingual children. Emphasis is on the psychological underpinnings of the language acquisition process and their implications for language learning in the classroom. Lab time is an integral part of this coursePrereq EDF 70900Prereq or CEDF 70900Prereq and BILED 70100Prereq and EDC 70400Prereq or CEDC 70400 30 hrs plus 5 hrs of fieldwork and labCredits 2

BILED 778 Instruction Through the Native Language (Spanish)

To enhance Spanish language skills of teacher candidates for the purpose of teaching content areas in and through Spanish. The academic language needed to teach content areas will be emphasized. Teacher candidates will develop, adapt and revise curriculum materials in Spanish for the bilingual classroom.Prereq EDF 70900Prereq and BILED 70100 Hours45 hrs plus 10 hrs of fieldwork,Credits3

BILED 779 Multicultural Education

Conceptual framework derived from anthropological, cross-cultural research on learning and interaction, emphasizing theories and practical perspectives of multicultural education. Theories and strategies that make use of diversity throughout the curriculum and schools will be the focus of the course.pre- or coreq: BILED 701 and CEDF 709Hoursincludes 5 hrs of fieldworkCredits3

BILED 780 Bilingual Research Seminar

The bilingual research seminar, which serves as the culminating experience, focuses on the relationship between educational research and the classroom teacher. Students will review significant bilingual research to consider the implications of findings for bilingual instruction, and they will initiate their own classroom/community studies to reflect upon their own practice and to become critical consumers of research.pre- or coreq: 39 credits or permission of program coordinator 30 hrs plus labCredits 2

BILED 782 Supervised Student Teaching Grades 1–3 & 4–6

Supervised student teaching at two grade levels in an elementary bilingual setting selected by Hunter College; five full days a week plus conferences and professional development workshops. Students who receive a grade of B-, C+ or C must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. prereq: completion of 39 Credits of course work or permission of the program coordinator 60 days (30 in grades 1–3, 30 in grades 4–6) plus 15 hrs of seminarCredits 4

BILED 783 Practicum in Grades 1–3

Supervised classroom teaching experience in an elementary bilingual setting. Students who receive a grade of B-, C+ or C must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. Students who take this course must also take BILED 784 or 786.prereq: completion of 39 Credits of course work or permission of the program coordinator 15 hrs of seminar plus conferencesCredits 2

BILED 784 Practicum in Grades 4–6

Supervised classroom teaching experience in an elementary bilingual setting. Students who receive a grade of B-, C+ or C must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. Students who take this course must also take BILED 783 or 785.prereq: completion of 39 Credits of course work or permission of the program coordinator15 hrs of seminar plus conferencesCredits 2

BILED 785 Supervised Student Teaching in Grades 1–3

Thirty days of supervised student teaching at grade level 1–3 in an elementary bilingual setting selected by Hunter College; five full days plus conferences and professional development workshops. Students who receive a grade of B-, C+ or C must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. Students who take this course must also take BILED 784 or 786.prereq: completion of 39 Credits of course work or permission of the program coordinator 30 days student teaching, 15 hrs of seminar plus conferencesCredits 2

BILED 786 Supervised Student Teaching in Grades 4–6

Thirty days of supervised student teaching at grade level 4–6 in an elementary bilingual setting selected by Hunter College; five full days plus conferences and professional development workshops. Students who receive a grade of B-, C+ or C must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. Students who take this course must also take BILED 783 or 785.prereq: completion of 39 Creditsedits of course work or permission of the program coordinator 30 days student teaching, 15 hours of seminar plus conferencesCredits 2

CEDC 703 Teaching Science in the Elementary School

A study of the philosophies and instructional strategies which will enable future educators to teach science to diverse populations in elementary schools.pre- or coreq: CEDF 709 and CEDC 700

CEDC 703.50 Teaching Science in the Elementary School

For students pursuing dual certification in childhood special education and childhood education. A study of the philosophies and instructional strategies which will enable future educators to teach science to diverse populations in elementary schools.pre- or coreq: CEDF 709

CEDC 704 Teaching Developmental Reading

The theoretical and practical aspects of literacy will be presented with particular emphasis on teaching literacy to diverse populations. In addition, the role of family involvement and community involvement and the use of technology for literacy development will be stressed. Instructional approaches and materials for teaching literacy will be explored.pre- or coreq: CEDF 709 includes 10 hrs of fieldwork

CEDC 704.50 Teaching Developmental Reading

For students pursuing dual certification in childhood special education and childhood education. The theoretical and practical aspects of literacy will be presented with particular emphasis on teaching literacy to diverse populations. In addition, the role of family involvement and community involvement and the use of technology for literacy development will be stressed. Instructional approaches and materials for teaching literacy will be explored.pre- or coreq: CEDF 709 includes 10 hrs of fieldwork

CEDC 705 Mathematics Curriculum and Methods

An exploration of current thinking about mathematics teaching and learning in the elementary school. Teachers will develop an understanding of the content of school mathematics programs and exemplary curricula and formulate a teaching methodology for the meaningful learning of mathematics.pre- or coreqs: CEDF 709 includes 10 hrs of fieldwork

CEDC 705.50 Mathematics Curriculum and Methods

For students pursuing dual certification in childhood special education and childhood education. An exploration of current thinking about mathematics teaching and learning in the elementary school. Teachers will develop an understanding of the content of school mathematics programs and exemplary curricula and formulate a teaching methodology for the meaningful learning of mathematics.pre- or coreq: CEDF 709 includes 10 hrs of fieldwork

CEDC 707 The Arts: An Interdisciplinary Learning Experience

Offered in collaboration with Lincoln Center Institute, this course is designed to introduce teacher candidates to the role of the arts in learning across the curriculum. Teacher candidates will experience the creative process through hands-on study of works of art (visual arts, music, theatre, and dance) to enhance the aesthetic sensibilities of students in grades 1–6.prereq or coreq:CEDF 709Hours45 hrs,Credits3

CEDC 713 Health Education for the Classroom Teacher

The preparation of the elementary educator to assist children in grades 1 through 6 in making decisions for optimum health and wellness. Content areas: nutrition education and fitness; mental/emotional health, conflict resolution and stress management; drug education and stress management; safety education including fire safety; family living/sex education including HIV/AIDS education. Includes required workshops on child abuse and neglect and on school violence prevention.prereq or coreq:CEDF 709Hours45 hrs,Credits3

CEDC 715 Fieldwork: Reading and Social Studies

Supervised experiences in pedagogical applications of literacy and social studies methods courses. Students will complete six hours of fieldwork per week for a minimum of 75 contact hours per semester. Students will develop the ability to apply theoretical concepts and deliver instruction to individual and small groups of children. Students will be placed in Hunter College-selected elementary schools and other educational programs.prereq:CEDF 709coreq:CEDC 730 and 722Hours75 hrs of fieldwork,Credits1

An advanced educational technology course for students concentrating in mathematics and science at the elementary school level. Students will link prior knowledge of instructional technology to curriculum development creating the strategies to design integrated learning materials in mathematics and science.Hours45 hrs,Credits3

CEDC 717 Independent Study in Curriculum and Teaching

Permission of faculty adviser and chairperson required. Independent study in the areas of curriculum or teaching methodology. A maximum of 6 credits of independent study may be counted toward the degree.Credits 1

CEDC 718 Independent Study in Curriculum and Teaching

Permission of faculty adviser and chairperson required. Independent study in the areas of curriculum or teaching methodology. A maximum of 6 credits of independent study may be counted toward the degree.Credits 2

CEDC 719 Independent Study in Curriculum and Teaching

Permission of faculty adviser and chairperson required. Independent study in the areas of curriculum or teaching methodology. A maximum of 6 credits of independent study may be counted toward the degree.Credits 3

CEDC 722 Social Studies Curriculum and Instruction: Integrating Literature, the Arts, and Technology

Within the framework of New York State Standards, this course reflects concern for quality social studies teaching for all learners. Major attention is given to our common heritage of democracy and human rights; an appreciation of the diverse tapestry that characterizes us as a nation; the study of history within the social studies; the use of literature and the arts to illuminate and enrich understandings; the application of critical and analytical skills to interpret primary documents and data; the integration of technology to acquire, process, and organize knowledge.prereq: CEDF 709; coreqs: CEDC 715 and CEDC 730 30 hrsCredits 2

CEDC 722.50 Social Studies Curriculum and Instruction: Integrating Literature, the Arts, and Technology

For students pursuing dual certification in childhood special education and childhood education and those in the bilingual extension program. Within the framework of New York State Standards, this course reflects concern for quality social studies teaching for all learners. Major attention is given to our common heritage of democracy and human rights; an appreciation of the diverse tapestry that characterizes us as a nation; the study of history within the social studies; the use of literature and the arts to illuminate and enrich understandings; the application of critical and analytical skills to interpret primary documents and data; the integration of technology to acquire, process, and organize knowledge.pre- or coreq: CEDF 709 and CEDC 704.530 hrsCredits 2

CEDC 724 Student Teaching in Grades 1–3 and 4–6

Supervised student teaching at two grade levels, 1–3 and 4–6, in an elementary school selected by Hunter College; five full days a week plus conferences and professional development workshops. Note: Applications for spring semester student teaching are due in October; applications for fall semester student teaching are due in March. Students who receive a grade of B-, C+ or C in student teaching must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program.prereq: completion of 31 credits of course work or permission of the childhood education adviser 30 hrs of seminar plus a minimum of 60 days of student teachingCredits 5

CEDC 725 Student Teaching in Grades 1–3

Teacher candidates who take this course must also take CEDC 726 or 728. Supervised student teaching in an elementary school selected by Hunter College plus conferences and professional development workshops. This course is limited to students who are employed as teachers and have completed, or will complete, CEDC 728: Practicum in grades 4–6. Note: Applications for spring semester student teaching are due in October; applications for fall semester student teaching are due in March. Students who receive a grade of B-, C+ or C in student teaching must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. Not for students who have completed EDC 724 or 727.prereq: completion of 31 credits of course work including CEDC 730 or permission of the childhood education adviser30 hrs of seminar plus 30 days of student teaching

CEDC 726 Student Teaching in Grades 4–6

Teacher candidates who take this course must also take CEDC 725 or 727. Supervised student teaching in an elementary school selected by Hunter College plus conferences and professional development workshops. This course is limited to students who are employed as teachers and have completed, or will complete, CEDC 727: Practicum in grades 1–3. Note: Applications for spring semester student teaching are due in October; applications for fall semester student teaching are due in March. Students who receive a grade of B-, C+ or C in student teaching must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. Not for students who have completed CEDC 724 or 728.prereq: completion of 31 credits of course work including CEDC 730 or permission of the childhood education adviser30 hrs of seminar plus 30 days of student teaching

CEDC 727 Practicum in Grades 1–3

Teacher candidates who take this course must also take CEDC 726 or 728. Note: Applications for spring semester student teaching are due in October; applications for fall semester practicum are due in March. Students who receive a grade of B-, C+ or C in practicum must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. Not for students who have completed CEDC 724 or 725.prereq: completion of 31 credits of course work including CEDC 730 or permission of the childhood education adviser30 hrs of seminar plus supervision and conferencesCredits 2

CEDC 728 Practicum in Grades 4–6

Teacher candidates who take this course must also take CEDC 726 or 727. Note: Applications for spring semester practicum are due in October; applications for fall semester student teaching are due in March. Students who receive a grade of C+ or C in practicum must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. Not for students who have completed CEDC 724 or 726.prereq: completion of 31 credits of course work including CEDC 730 or permission of the childhood education adviser30 hrs of seminar plus supervision and conferencesCredits 2

CEDC 729 Fieldwork in General Education for Special Educators

Observing and assisting teaching in an elementary school setting. Students will develop guided observation skills, acquire practical knowledge of the design and management of instruction and the classroom environment, and work effectively with individual students and small work groups. Students receiving a grade of B-, C+ or C in fieldwork must apply to the chairperson for permission to reregister for the course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may notcontinue in the program.prereqs: CEDF 709, CEDC 704.50 and 705.5015 hrs of seminar plus 50 hrs fieldworkCredits 1

CEDC 729.50 Fieldwork in General Childhood Education for Bilingual Educators

Students will develop guided observation skills, acquire practical knowledge of the design and management of instruction and the classroom environment, and work effectively with individual students and small work groups. Students receiving a grade of B-, C+ or C in fieldwork must apply to the chairperson for permission to reregister for the course, which may be repeated only once. Students who receive a grade of F may not repeat the course and may not continue in the program. prereqs: CEDF 709; BILED 701. Observing and assisting teaching in an elementary school setting15 hrs of seminar plus 50 hrs fieldworkCredits 1

CEDC 730 Perspectives on Literacy Across the Content Areas

Literacy across the curriculum. Skills, strategies and techniques to teach reading and writing in the content areas will be developed. Expository as well as narrative texts will be utilized.prereq: CEDF 709 and CEDC 704; coreqs: CEDC 715 and 72230 hrsCredits 2

CEDC 738 The English Language: Theories and Pedagogical Implications

An overview of the acquisition, structure and use of English. Its goal is to provide Pre-K thru 6 teachers who already have prior certification in childhood education with the awareness and understanding of the aspects of the English language they will need in order to teach a variety of content area in grades Pre-K thru 6.Hours45 hrsCredits3

CEDC 740 Contemporary Mathematics in the Elementary School

A study of selected advanced mathematical topics that underlie modern elementary school curricula. The structure and use of mathematical systems and their historical development; geometrical constructions.Hours45 hrs,Credits3

CEDC 742 Workshop Seminar in Elementary School Mathematics/Science

The major course goals are to continue to develop a foundation for the growth of the professional mathematics/science educator and to increase the effectiveness as a curriculum decision-maker. Through selective experiences, the course will focus on instructional styles and strategies.prereq: CEDC 744, CEDC 776 and CEDC 777Hours45 hrsCredits3

CEDC 743 Research Seminar in Mathematics/Science Education

An examination of the current research in mathematics and science education. Includes the evaluation of selected mathematics and science education research studies. Students will prepare a comparative, evaluative paper of research related to a specific curriculum topic or problem in the learning/teaching of mathematics and/or science.Pre or Co-req: CEDC 71600, CEDC 73800,CEDC 74000, CEDC 74400, CEDC 77600, CEDC 77700, and CEDF 71600 Hours45 hrsCredits3

CEDC 744 Development of Mathematical/ Scientific Concepts in Children

Exposure to the development theories and school-based practices which allow children to develop the concepts in mathematical and science which underpin the learning in these areas. Appropriate learning activities for particular developmental levels will be addressed. Individual projects with children will be carried out.prereq:No pre or coreqs Hours45 hrs,Credits3

CEDC 746 Geographic Perspectives in Elementary Education

Geographic principles and practices; development of pedagogic skills to teach geography at the elementary school level; development of skills in teaching geography of New York City and New York State; development of understanding of global issues and of geographic factors affecting historical events.Hours45Credits3

Concepts in the biological sciences, ecological and earth sciences necessary for teaching science in the elementary school will be explored. Appropriate laboratory experiences will be provided.Hours45 hrs,Credits3

CEDC 777 Physical Science for Elementary Teachers

Concepts in the physical sciences, chemistry and physics necessary for teaching science in the elementary school will be explored. Appropriate laboratory experiences will be provided.Hours45 hrs,Credits3

CEDCF 700 The Art and Science of Effective Teaching

This course is designed to introduce pre-service childhood educators to the world of urban education and their roles as quality educators. The course will acquaint students with the basic theoretical pedagogical practices of teaching. Content will include: the connection between theory and practice as it relates to the role of teachers; instructional methods for teaching diverse student populations; effective classroom practices; organizational strategies; motivation techniques and methods of assessment are also explored.pre- or coreq: CEDF 709includes 5 hrs. of fieldwork

This course provides a foundation for TESOL and Bilingual Education students in the historical, social and philosophical foundations of general and bilingual education with an emphasis on the development and current educational policies and practices of educating English language learners. Required for TESOL Program 1.includes 10 hrs of fieldworkCredits 4

CEDF 706 Social, Historical, Philosophical Foundations of Education: The American School

An in-depth study of the social, historical, and philosophical foundations of education and their impact on the American school.Prereq CEDF 70900Prereq and CEDF 71500 Hours45 hrs,Credits3

CEDF 706.50 Social, Historical, Philosophical Foundations of Education: The American School

For students pursuing dual certification in childhood special education and childhood education. Advanced review of issues and themes in the social foundations of education viewed from an interdisciplinary perspective.prereq or coreq:CEDF 709Hours45 hrs,Credits3

CEDF 708 - Social, Historical, Philosophical Foundations of Education: The American School

For students pursuing certification in childhood education with a bilingual extension or in TESOL. Advanced review of issues and themes in the social foundations of education viewed from an interdisciplinary perspective.prereq or coreq: CEDF 709Hours 45 hrs,Credits 3 cr

CEDF 709 Child Development: Grades 1-9

Theories and research applied to children’s development. Understanding and working with children from diverse backgrounds to foster optimal growth.includes 5 hrs of field work

CEDF 712 Child and Adolescent Development

This course provides a theoretical foundation from which students can understand child and adolescent development. Students will learn a variety of theories and explore their potential impact on student behavior and learning in the classroom.includes 10 hrs of field workCredits 4

CEDF 710 Educational Psychology

Advanced educational psychology. Theories and research applied to learning, motivation, cognition, pupil and teacher relationships, and classroom management with a focus on students from diverse backgrounds.prereq: CEDF 709 includes 5 hrs of field experience

CEDF 715 Diversity in the American School

Advanced, graduate-level survey of current issues and theories of diversity and their impact upon the contemporary American school. Topics will be from an interdisciplinary perspective with attention to social policy implications.Hours45 hrs,Credits3

CEDF 716 Assessment of Teaching and Learning

Basic principles and practices for the assessment of learning in the elementary school classroom. Includes instructional objectives, test construction, descriptive statistics, interpretation of standardized test scores, and alternative forms of assessment.Prereq CEDF 70900Prereq and CEDF 71000

CEDF 792 Integrative Seminar: Research in Childhood Education

Students prepare research proposals on topics which summarize and apply previous learnings. Written and oral presentations.prereq: completion of 31 credits of course work including CEDC 730 and CEDF 716 or permission of the childhood education adviserHours45 hrs,Credits3

The course covers options for classroom management, learning environment appropriate to 7-12 classrooms, and assessment. Attention is given to classroom management task, setting up and exploiting various learning environments, and methods for assessment. New York state and city teaching standards will be applied throughout the course. Writing Requirement includes homework assignment and projects.Pre- or coreq: SEDF 704 or permission of the advisor

This course aims to familiarize prospective school teachers, grades 7-12 with pedagogical approaches and innovative teaching techniques needed to convey to a diverse population current state and professional standards-based curricula in Chinese. Innovative uses of technology, development of instructional units, individualization for students with special needs, and strategies for managing problem behavior will be emphasized throughout the course. Thirty-six hours of field experience/observation is a part of this course. New York state and city teaching standards will be applied throughout the course. Writing Requirement includes development of lesson plans, homework assignment, and projects for classroom use.pre- or coreq: CHND 712 and SEDF 705 or permission of the advisor30 hrs plus 36 hrs fieldworkCredits 2

CHND 731 Student Teaching in Chinese, Grades 7-12

Teacher candidates will engage in ways of teaching adolescents the skills of reading, responding to literature, writing (creative and expository), listening, speaking, and applying grammar conventions. They will write lesson and unit plans and experiment with classroom management and assessment techniques as they present lessons to the class for peer and instructor criticism. These presentations will be videotaped for further self-analysis at home.pre- or coreq: CHND 713 or permission of the advisor.60 days, 30 hrs seminar plus workshops and conferencesCredits 5

CHND 741.10 Practicum in Chinese, Grades 7-9

Supervised practicum for teachers of Chinese in grades 7-9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Emphasis is placed on classroom management, learning environments, and working within the structure in public school policies and practices. Students who take CHND 741.10 must also take CHND 741.20.pre- or coreq: CHND 712 or permission of the advisor.30 hrs plus conferencesCredits 2

CHND 741.20 Practicum in Chinese, Grades 10-12

Supervised practicum for teachers of Chinese in grades 10-12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Emphasis is placed on classroom management, learning environments, and working within the structure in public school policies and practices. Students who take CHND 741.20 must also take CHND 741.10.pre- or coreq: CHND 712 or permission of the advisor.30 hrs plus conferencesCredits 2

COCO 707 Multicultural Aspects of Counseling

COCO 708 Measurement and Appraisal

Basic theory of measurement and appraisal. Practice in administration, scoring, and interpretation of major tests used in counseling settings with a focus on ethnic diversity and disability.Hours45 hrs,Credits3

COCO 709 Research Methods in Counseling

Principles and analysis of research methods. Use of assessment and evaluation measures. Review of the literature on research problems in the counseling field.Hours45 hrs,Credits3

COCO 710 Chemical Dependency: Issues in Counseling

This course is designed to introduce students to the various aspects of alcoholism and substance abuse in order to increase their understanding and awareness of the multifaceted problems involved and the implications for counseling.Hours45 hrs,Credits3

COCO 711 Supervision and Administration in Counseling

Knowledge and skills in the basic process of supervision of beginning counselors and others in human service professions as well as organization and administration of human service programs. Assignments based on student needs.prereq: COCO 706 and COCO 718Hours45 hrs,Credits3

COCO 712 Career Counseling, Assessment and Placement

Application of principles of career development, vocational choice, work adjustment, job seeking skills, worksite analysis, and worker traits including special problems of people with disabilities. Sources and uses of occupational information and labor market trends. Emphasis on vocational evaluation, job development and follow-up.Credits 460 hrs

COCO 715 Family Systems and Counseling Issues

Family systems, dynamics, transitions, and crises are the foci of this course designed to help counselors become more effective in understanding and working with individuals in the context of and in interaction with the family unit.Hours45 hrs,Credits3

COCO 718 Practicum in Counseling

To be arranged in selected field settings. Experience in applying techniques of counseling with selected populations in a variety of settings depending upon specialization. Weekly seminars to discuss clients, roles, and responsibilities of the counselor. Students seeking the bilingual extension will do this practicum in a setting in which they can work with Spanish-speaking clients.prereq: COCO 700 and COUNS 717 or COUNM 716 or COUNR 716; coreq: COCO 719; pre- or coreq: COCO 706100 hrs

COCO 719 Individual Supervision

Application of theoretical knowledge and integration of skills under individual supervision during clinical practice to develop and evaluate student’s proficiency and competence as a professional counselor.prereq: COCO 718Hours45 hrs,Credits3

COCO 723 Transition from School to Adult Life for Students with Disabilities

Services, programs, and processes for facilitating the transition of youth with disabilities and youth at risk from school to work, postsecondary education, independent living, and adult roles.Hours45 hrs,Credits3

COCO 725 Internship in Counseling I

Continued experience in applying techniques of counseling with selected populations in a variety of settings depending upon specialization. Weekly seminars to discuss clients, roles, and responsibilities of the counselor.prereq: COCO 718 and COCO 719; pre- or coreq: COUNM 717 or COUNR 720 or COUNS 721 Each 300 hrs to be arranged in selected field settings. 4 Credits each semester

COUNM 716 Foundations of Mental Health Counseling

This course provides an overview of mental health counseling. The course will address the following: professional identity, functions and issues facing mental health practitioners; disparities in mental health services across culturally and linguistically diverse communities; principles, theories and practice of community interventions; public policy and governmental relations impacting mental health.pre- or coreq: DSM-IV Workshop

COUNM 717 Psychopathology: Diagnosis and Treatment

This course provides a framework for understanding the range of personality and behavioral conditions that are presented in the Diagnosis and Statistical Manual of Mentla Disorders of the American Psychiatric Association (DSM-IV). The class focuses on the description, etiology, assessment, diagnosis, treatment and prevention of these disorders within diverse urban settings.pre- or coreq: COUNM 716Hours45Credits3

COUNM 720 Mental Health Counseling: Program Development and Evaluation

The course focuses on the development and evaluation of mental health programs in culturally/linguistically diverse urban settings from program inception onward including assessment to insure quality services. The course covers federal, state and local governmental inpatient and outpatient mental health treatment services, not-for-profit organizations and community-based mental health service programs.pre- or coreq: COUNM 716 and COUNM 717Hours45Credits3

COUNS 717 Foundations of School Counseling

History, philosophy, legal, and ethical considerations in school counseling. The school context and professional issues in school counseling will be emphasized, including the school counselor’s role, developmental programming, counseling interventions, consultation and liaison, and advocacy.Hours45Credits3

COUNS 720 Culminating Seminar in School Counseling

With the permission of the supervising faculty member, the culminating experience in counseling provides the student with an opportunity to (a) participate as an integral member of a team involved in a research project, or (b) design an original evaluation or research project, or (c) complete a creative scholarly paper such as an extensive literature review. (Taken last semester prior to graduation)prereq: COCO 709; pre- or coreq: COCO 726Hours45Credits3

COUNS 721: Counseling Interventions for Children and Adolescents

This course focuses on prevention and intervention of mental health disorders of children and adolescents. prereq:COCO 708Hours45Credits3

COUNS 722: School Based Consultation

This upper level course provides counselors with the knowledge and skills necessary to engage in consultation, collaborative problem solving, and systems level intervention in educational settings. Theories, models, and processes of consultation of change will be examined.prereq: COCO 725Hours45Credits3

An introduction to pedagogical practices that support productive teaching and learning in dance. Students will examine pedagogical theories and practices and will conduct "action research" in order to identify conditions that support or hinder productive teaching and learning. This first phase of the "methods" course will lay the groundwork for deeper investigation, integration, and application of materials in the Methods II course. 36 hours of fieldwork is required.(Track 2 MA students are exempt from the fieldwork requirement).prereq or coreq:6 credits in education and 12 credits in danceHours3 hrs + 36 hours of fieldworkCredits3

Advanced investigation of contexts for productive teaching and learning. Students will engage in intensive examinations of pedagogical theories and practices, conduct "action research" in order to identify conditions that support or hinder productive teaching and learning, develop unit plans, and participate in peer-to-peer inquiry groups to develop their own artistry in teaching.prereq:DANED 76000Hours3Credits3

DANED 764: Practicum

Students with initial state certification in dance complete a semester of Practicum in their current full-time dance teaching situation or in assigned schools under the supervision of a Hunter College faculty member. Practicum teachers will assume all responsibility for classroom instruction and management and will be observed by Hunter faculty 4 times during the course of the semester. All Practicum students are required to participate in a seminar class meeting for a total of 15 hours. A culminating professional project is required before graduation.prereq:DANED 76000, DANED 76200Hours2 hours and 15 hour seminar requiredCredits2Students must apply in the fall semester if they have completed prerequisite courses and expect to register for Practicum in the spring, and in the spring semester if they wish to register for Practicum in the fall. Open to MA/Dance Track 2 students with initial certification in dance OR by advisement, Track 1 students who are currently teaching dance in accredited schools that do not require teacher certification in dance.

DANED 766.02 - Student Teaching

Teacher candidates complete a total of 20 days of student teaching under the supervision of a Hunter College faculty member and a certified Dance teacher in a New York City school selected by the college. Student teachers will assume significant responsibility for classroom instruction and management and will be observed by Hunter dance faculty twice during the course of their student teaching experience. All student teachers are required to participate in a seminar class meeting for a total of 15 hours. A culminating professional project is required before graduation. prereq:SEDF 70300, 70400, 70500, 70600; SEDC 71000; DANED 76000, DANED 76200Hours20 days plus 15 hour seminarCredits2Students must apply in the fall semester if they have completed prerequisite courses and expect to student teach in the spring, and in the spring semester if they wish to student teach in the fall. All field placements are designated by Hunter College in New York City public schools. Scores on the LAST and the ATS-W exams must be received by the coordinator of adolescent education prior to enrollment in student teaching. The dance content exam scores are required before graduation. Open to Track 3 students with initial certification in a subject area other dance OR by advisement for students who are currently teaching dance in accredited schools that do not require teacher certification in dance. All students must, the semester before taking this course, apply for student teaching through the education division and the dance program.

DANED 766.05 - Student Teaching

Teacher candidates complete a total of 60 days of student teaching (30 days of student teaching at grades pre-K-5 and 30 days at grades 6-12) under the supervision of a Hunter College faculty member and a certified Dance teacher in a New York City school selected by the college. Student teachers will assume significant responsibility for classroom instruction and management and will be observed by Hunter dance faculty 4 times during their student teaching experience. All student teachers are required to participate in a seminar class meeting 1 hour per week for 15 weeks. A culminating professional project is required before graduation.prereq:SEDF 70300, 70400, 70500, 70600; SEDC 71000, DANED 76000, 76200Hours60 days + 15 hours seminarCredits5Students must apply in the fall semester if they have completed prerequisite courses and expect to student teach in the spring, and in the spring semester if they wish to student teach in the fall. All field placements are designated by Hunter College in New York City public schools. Scores on the LAST and the ATS-W exams must have be received by the coordinator of adolescent education prior to enrollment in student teaching. The dance content exam scores are required before graduation.

ECC 703 Early Childhood Curriculum: Birth through Grade 2

Models of developmentally appropriate curricula are examined in light of theory and practice, and the needs of diverse learners. Strategies for guiding young children’s behavior, for assessing environments and curricula, and using computer technology in early childhood.pre- or coreq: ECF 70045 hrs plus 20 hrs of fieldwork, 10 hrs at each of two age levels

ECC 704 Language and Literacy in Early Childhood Education: Birth through Grade 2

Various perspectives in emergent literacy are examined to learn how young children acquire language and become readers and writers in their different cultural and linguistic communities. The roles of families, centers, schools and communities in urban environments, and assessment of early literacy development are studied. (Not for Program 1 students in early childhood; see ECC 705 and 706.)pre- or coreq: ECF 700 Hours45Credits3

ECC 705 Language and Literacy: Birth through Kindergarten

Research and practice in language learning and the development of early literacy among diverse learners. Examination of the process of early literacy development between birth and kindergarten and the role of families, programs and schools in early literacy development. (Not for Program 2 students.)pre- or coreq: ECF 700 Hours45Credits3

ECC 706 Language and Literacy: K through Grade 2

Examination of research and practice on emergent literacy and the development of literacy learning among diverse learners between kindergarten and second grade. The role of families and schools in children’s literacy development inurban environments is explored. (Not for Program 2 students.)pre-or coreq: ECC 705 (early childhood students only)Hours45Credits3

ECC 707 Language and Literacy: English Language Learners

Second language acquisition and the development of literacy. Special emphasis on language and culture, dialect variation and development of social and academic language.coreq: ECC 704, pre- or coreq: 705 or 70615 hrsCredits 1

ECC 708 Children with Special Needs: Birth through Grade 2

The special learning needs of young children with developmental delays and disabilities along with intervention guidelines.prereq: ECC 703; pre- or coreq: ECF 702 45 hrs plus 15 hrs of fieldwork, 5 hrs at each of three age levels

ECC 709 Mathematical and Scientific Thinking in Early Childhood

Research and practice that focus on children’s acquisition of mathematical and scientific thinking and appropriate activities to enable them to acquire these skills. The role of parents, providers, and teachers in meeting the needs of diverse learners is examined. (Not for Program 1 students.)pre- or coreq: ECC 703Hours45 hrs,Credits3

ECC 710 Early Childhood Mathematics: Birth through Grade 2

Theories and research that focus on the relationship between children’s development and learning of mathematical concepts and skills. Appropriate mathematics activities for children from birth to second grade and ways of assessing mathematical learning in diverse infant, toddler, preschool, and grade K-2 settings. (Required in Program 1.)pre- or coreq: ECC 703Hours45 hrs,Credits3

ECC 711 Science in Early Childhood Education: Birth through Grade 2

Theories and research of scientific thinking in young children; the inquiry process in developing concepts and understandings of the natural and people-made world in young children. Ways of assessing science learning in infant, toddler, preschool, and grade K–2 settings. (Required in Program 1.)pre- or coreq: ECC 703Hours45 hrs,Credits3

ECC 712 Pre-Student Teaching Field Placements in Early Childhood

This course consists of a 15-hour seminar plus a total of 50 hours of field experience in early childhood programs, with 25 hours at any one of the three following age/grade levels: pre-kindergarten, kindergarten, grades 1 or 2. Students will observe various aspects of an early childhood program and study firsthand how programs for children of different age levels diverge. prereq: ECC 703 15 hrs of seminar plus 50 hrs in the fieldCredits 1

ECC 713 The Expressive Arts in Early Childhood

Research and practice on the importance of creative expression in young children’s development. Inquiry into children’s artistic and intellectual inventiveness through art, music, movement, theatre and dance activities that reflect the needs of diverse learners in a multicultural environment. Offered in collaboration with Lincoln Center Institute.Hours45 hrs,Credits3

ECC 714 Health, Safety and Nutrition in Early Childhood

This course prepares teachers of children, birth through second grade, with knowledge and skills of developmentally appropriate practices in health promotion and wellness among children of diverse backgrounds and abilities within the context of the family, school and community. Child abuse, drug abuse prevention, prevention of school violence, and fire safety are included.pre- or coreq: ECF 700Hours45 hrs,Credits3

ECC 715 Educational Technology in Early Childhood

Educational technology course for students in the graduate early-childhood education programs. Students will enhance their basic computer skills and learn how to assess and use various applications in their early childhood classrooms.15 hrsCredits 1

ECC 716 Student Teaching in Early Childhood Settings

Two student-teaching placements of 20 days each at different age/grade levels (Pre-K, K, grades 1–2) that supplement pre-student teaching field experience.(Birth– 3, preK–2)prereqs: ECF 702; ECC 703; ECC 704 (program 2) or 705 and 706 (program 1); ECC 707; ECC 708; ECC 709 (program 2) or 710 and 711 (program 1); ECC 712 (program only))30 hrs of seminar plus 40 days of student teaching for students who are not teaching in an early childhood program

ECC 717.50 Supervised Practicum in Early Childhood Bilingual Setting

Teaching practicum for students in early childhood bilingual education. Students who take ECC 717.50 must also complete ECC 718.50. (Not for students who have completed ECC 716.50.)15 hrs of seminar plus conferencesCredits 1

ECC 718 Early Childhood Student Teaching

Student teaching for 20 days at one age/grade level: Pre-K– K, or grades 1–2. Students who take ECC 718 must also complete ECC 717. (Also offered during the summer.) (Not for students who have completed ECC 716.)prereqs: ECF 702; ECC 703, 704 (program 2) or 705 and 706 (program 1), 707, 708, 709 (program 2) or 710 and 711 (program 1), 712 (program 1)15 hrs of seminar plus 20 days of student teachingCredits 2

ECC 720 Integrative Seminar in Early Childhood Education

Students learn how to use research methods to ask and answer questions related to effective practice in early childhood education. Teacher candidates select an area of study related to their practice and complete a research proposal using established research procedures.prereqs: ECF 701; ECF 702; ECC 703, 704 (program 2) or 705 and 706 (program 1), 707, 708, 709 (program 2) or 710 and 711 (program 1), 712 (program 1)

ECF 700 Child Development: Birth to Age Eight

Overview of the physical, social, emotional, and cognitive development of young children, birth to age eight. Theoretical perspectives of typical and atypical development of childhood are discussed with implications for appropriate practice in diverse early childhood settings. 45 hrs plus 15 hrs of fieldwork, 5 hrs at each of 3 age levels

ECF 701 Social and Historical Contexts of Early Childhood Education

Examination and analysis of the social and historical contexts of early childhood education. Applications to contemporary issues in the education of young children in families, childcare centers, schools and communities in urban settings.Hours45 hrs,Credits 3

Basic concepts, principles and fundamentals of measurement and assessment, both formal and informal, are examined along with their relevance in early childhood education.prereq: ECF 700Hours45 hrs,Credits3

EDABA 795 - Applied Behavior Analysis I

The primary focus of this course is on foundational principles and methods in applied behavior analysis, and their basic and general applications in educational and similar settings. Topics to be covered include defining and measuring behavior, displaying and analyzing data, experimental analysis of behavior change procedures, positive and negative reinforcement, positive and negative punishment, and schedules of reinforcement.prereq or coreq:SPEDE 77100Hours45Credits3

EDABA 797 - Applied Behavior Analysis Research Methods and Ethics

This course is an introduction to research methods used in applied behavior analysis. Topics include the development of research questions, measurement of behavior, single-subject experimental design, data collection, and data analysis. In addition, this course covers ethics and professional behavior for applied behavior analysts as they relate to research and practice. Hours45Credits3

EDESL 701-704 Selected Topics in TESOL

An in-depth treatment of new and critical issues in the teaching of ESL/EFL to adults, with topics being offered on a rotating basis, including such areas as vocational ESL, advanced grammar, adult literacy, testing, content-based instruction, and materials development. Elective for students in the Adult Program and for students in the Pre-K-12 Programs 1 and 2 who have been waived from a required course.prereq: permission of TESOL adviser1-4 Credits

EDESL 760 Master’s Essay Seminar in Educational Research

A written study, requiring a literature review and an in-depth research project that may take a variety of forms. Students meet in a seminar and individually with the adviser; instructor’s approval of research project topic required. Taken in lieu of the comprehensive examination. Course extends across two semesters (Y course) or until written study is submitted. Registration by adviser’s approval only. Elective for all students.prereq: completion of 24 credits or permission of TESOL adviserCredits 4

EDESL 761 Language Assessment and Diagnosis of Special Needs in TESOL

An in-depth treatment of a wide range of classroom language assessment procedures (both formal and informal) for learners of English as a second or foreign language, including diagnostic, proficiency, placement, and achievement testing. Includes identification and diagnosis of ESL students with special needs. Required of students in Programs 1 and 2.prereq: EDESL 796.1/796.2 EDESL 771, and LING 702 or permission of TESOL adviserCredits 4includes 10 hrs fieldwork

EDESL 770 Content and Curriculum & Materials in Adult TESOL

An overview of current theory and practice in the design of content, curriculum, and materials for the teaching of Adult ESL, focusing primarily on designing ESL instruction for academic and adult continuing ESL contexts. Includes adult content area learning and English for Specific purposes, and integrating the 4 language skills.pre- or coreq: EDESL 796.3 or permission of TESOL adviserCredits 4includes 10 hrs of fieldwork in Adult ESL classrooms

EDESL 771 K-12 ESL Curriculum and Materials through the Content Areas

This course provides an overview of current theory and practice in the design of content, curriculum, and materials for the teaching of K-12 ESL, focusing primarily on designing ESL instruction through the various content areas, and integrating the 4 language skills.Pre or Co-req G EDESL 79600Pre or Co-req or G EDESL 79610Pre or Co-req or G EDESL 79620 Credits 4includes 10 hrs fieldwork in K-12 classrooms

EDESL 772 First and Second Language, and Technological Literacy in K-12 ESL

An in-depth treatment of theory and practice in the teaching of literacy skills, including technological, to English language learners in the public schools. Required of students in both Pre-K-12 Programs 1 and 2.Prereq LING 0200Credits 4includes 10 hrs fieldwork

EDESL 776 Language Assessment in Adult TESOL

An overview of the theories, concepts, methods, and materials for assessing the language and content knowledge of adult ESL students. For students in Program 3.Prereq G LING 70200Credits 4includes 10 hrs of fieldwork in Adult ESL classrooms

EDESL 777 Socio-Cultural Aspects of Language and Pedagogy

This course addresses the various social and cultural aspects of language as relevant to the teaching and learning of English by speakers of other languages. It addresses English sociolinguistics and pragmatics, as well as cross-cultural awareness needed for effective language pedagogy.Prereq G LING 70200 Credits 4

EDESL 778 Teaching Oral Language Skills in Adult TESOL

An overview of current theory and practice in the teaching of oral skills (speaking, listening, and pronunciation) to adult ESL students, focusing primarily on designing ESL instruction to enhance students’ skills in these areas. For students in Program 3.Pre or Co-req G EDESL 77000 Credits 4

EDESL 779 Teaching Reading and Writing Skills in Adult TESOL

An overview of the theory and practice of teaching reading and writing to adults in ESL, with considerations for the wide range of adult ESL learning contexts, including adult continuing education, college English/ESL programs and English for academic purposes. For students in Program 3.prereq: EDESL 796.3; pre- or coreqs: EDESL 770 or EDESL 787 or EDESL 775Credits 4

EDESL 785 Supervised Student Teaching, Pre-K-6 and 7-12

Two-semester supervised student teaching experience in grades pre-K-12 in the public schools. Emphasis is placed on classroom management, learning environments, and working within the structures of public school policies and practices. Students teach one semester in grades pre-K-6 and one semester in grades 7-12. Required of students in Programs 1 and 2.prereq: completion of 24 credits or permission of TESOL adviserCredits 260 hrs seminar plus student teaching and conference

EDESL 788 Supervised Practicum, Pre-K-6 and 7-12

Two-semester supervised practicum in grades pre-K-12 in the public schools. Emphasis is placed on classroom management, learning environments, and working within the structures of public school policies and practices. Students teach one semester in grades pre-K-6 and one semester in grades 7-12. Required of students in Programs 1 and 2.prereq: completion of 24 credits or permission of TESOL adviserCredits 260 hrs seminar plus student teaching and conference

EDESL 790 Technology in TESOL: Adults

Through reading, class discussions, demonstrations, and hands-on applications, students are introduced to a range of technologies available to adult language learners in the computer laboratory, through distance learning, and on the Internet; students are also exposed to procedures in computer-assisted language learning (CALL) and computer- assisted instruction (CAI). An elective for students in the Program 3 and for students in Programs 1 and 2 who have been waived from a required course.Hours45 hrs,Credits 3An elective for students in Program 3 and for students in Programs 1 and 2 who have been waived from a required course.

EDESL 796.10 Methodology of Teaching English to Speakers of Other Languages, K-12

An overview of K-12 program types and classroom options for teaching English to speakers of other languages. The course covers language teaching methods for teaching the four language skills, options for classroom management, and setting up learning environments. Required of students in Program 1.Credits 4includes 30 hours fieldwork

EDESL 796.20 Methodology of Teaching English to Speakers of Other Languages

An overview of program types and classroom options for teaching English to speakers of other languages. The course covers basic language teaching methods, options for classroom management, and setting up optimal learning environments. Required of students in Programs 2 and 3.Hours includes 20 hours fieldworkCredits 420 hours fieldwork

EDESL 796.30

This course is designed to assist students in the adult TESOL track to build a repertoire of classroom methods/techniques that are firmly embedded in well-established principles of sound pedagogy and second language acquisition. It will provide beginning teachers with the opportunities to plan and design high quality instructional lessons. The teaching approach guiding this course is to provide students with the experience to apply theory discussed in class to their classroom observations, field experiences, and practice.Credits 425 hours fieldwork

EDESL 798 Student Teaching in TESOL for Adults

A student teaching experience (with the guidance of a cooperating teacher) in an academic ESL context (either an Intensive ESL Program or a college ESL class), that serves as one of two culminating teaching experiences in the Adult Track of the TESOL Program. Students also meet in a weekly seminar to discuss their student teaching experiences. Required of students in Program 3.prereq: completion of 24 credits or permission of TESOL advisorCredits 230 hrs plus 60 hrs classroom teaching

EDESL 799 Practicum in TESOL for Adults

A hands-on Practicum/teaching experience with adult ESL students in the Community Outreach Program in English (COPE) at Hunter College, that serves as one of two culminating teaching experiences in the Adult Track of the TESOL Program. Students also meet in a weekly seminar immediately after their COPE classes. Required of students in Program 3.prereq: completion of 24 credits or permission of TESOL advisorCredits 230 hrs plus 60 hrs classroom teaching

EDLIT 730 Language, Literacy and Culture, Grades 1-12

Study linguistic knowledge base, as well as the interrelationship between lanugauge, literacy and learning in a pluralistic society. Topics include the structure of English language and its role in reading and writing; the nature of language acquisition; English language proficiency for academic purposes; strategies for meeting English language learners’ needs and for promoting language and literacy development in ways that are responsive to diversity (linguistic, cultural, special needs and giftedness) in schools. pre- or coreq: ECC 704 (for Birth-Grade 6 students only) and EDLIT 735 includes 10 hrs in the field analyzing language use of ESL learnersCredits3

EDLIT 731 Literacy Assessment: Birth–Grade 6

Formal and informal approaches to literacy assessment (including oral language, listening, writing, and reading) grounded in theory of first and second language acquisition, literacy development, and learning. Selecting, adapting, and interpreting assessments for instructional planning and meeting NYS English Language Arts performance standards.pre- or coreq: ECC 704 and EDLIT 735includes 15 hrs in the field assessing diverse learners.Credits3

EDLIT 732 Children’s Literature

Exposure to the breadth, depth, and utilization of children’s literature and its role in children’s development, appreciating diversity and fostering a lifelong interest in reading. Sensitive issues (health, abuses, addictions), technology and management issues are examined.includes 5 hrs in a classroom-based dramatic demonstrationCredits3

EDLIT 733 Theories and Process of Teaching Writing: Pre-K–Grade 6

Development and assessment of writing skills including analysis of techniques and environments that foster writing development in all children (ESL, gifted, special needs). State writing standards and technology are integrated.includes 15 hours in the field observing and analyzing writing developmentCredits3

EDLIT 734 Literacies within the Disciplines: K–Grade 6

Exploration into the literacy demands inherent in the academic subjects of math, science, health education and social studies, as well as media, technology and the arts.pre- or coreq: ECC 704 and EDLIT 735includes 10 hrs in a classrooms focused on older learners (grades 3–6) and content area literacyCredits3

Critically examine instructional approaches appropriate for language and literacy development in literacy education informed by current research. Course participants examine, select, design and organize linguistically and culturally relevant instructional practices, strategies, and materials for literacy development of elementary, middle and high school students with varying developmental abilities.includes 5 hours fieldwork.Credits3

EDLIT 736 Diagnosis of Reading Difficulties

A study of factors related to students who are experiencing difficulty acquiring literacy. Procedures for diagnosing reading achievement and related language skills.prereq: EDLIT 731includes 15 hours of diagnosis, under supervision, of students with reading difficulties

EDLIT 737 Practicum in Remedial Reading

Theoretical consideration and procedures in the instruction of students with reading difficulties.prereq: EDLIT 736includes 20 hrs of supervised remedial sessions with individual students on-site at Hunter CollegeCredits3

EDLIT 738 Literacy Programs: Organization and Resources

Seminar of a survey of literacy programs in diverse settings utilizing a range of techniques and organizational approaches in the literacy instruction of students, with and without discernible reading difficulties.prereq: EDLIT 731 (for Birth-Grade 6 students only)includes 15 hours of survey for the enhancement of literacy programsCredits3

Exploration of historical and theoretical perspectives, and research-based teaching practices/issues related to literacy and language instruction for struggling readers and writers, including children with special needs. Study of assessment and intervention strategies, adaptation and modification of instructional strategies, technology and curriculum to improve foundational skills and learning outcomes of struggling readers/writers and special needs students in pre-kindergarten and elementary school settings.includes 10 hours fieldworkprereq or coreq:NoneCredits3

EDLIT 740 Leadership in Literacy

Culminating experience in planning, assessing, and developing literacy and staff development programs that utilizes understandings gained throughout the master’s in literacy program. Fundamentals of leadership are explored in the context of communication, supervision, and support of literacy programs.prereq: minimum of 27 Credits in the literacy programHours45 hrs,Credits3

EDLIT 742 Practicum in Literacy

Fifty-hour college-supervised practicum divided into two 25-hour placements; one at early childhood level and one at the childhood level.prereq: 15 credit hours in the literacy master’s program15 hr seminar plus 50 hrs in the field, 1 Credits

EDLIT 753 Methods of Teaching Writing: Grades 5-12

Development and assessment of writing skills and methods for teaching writing including analysis of techniques and environments that foster writing development, and writing across the disciplines, in all students at middle childhood and adolescent levels (ELL, gifted, special needs). State writing standards and technology are integrated.includes 15 hours fieldworkCredits3

EDLIT 754 Literacies within the Disciplines: Grades 5-12

Exploration into the literacy demands and challenges inherent in the academic subjects of math, science, history and social studies, as well as media, health, technology and the arts. includes 10 hours in classrooms focused on literacies within the disciplinesCredits3

A study of factors related to middle and high school students who are experiencing difficulty acquiring literacy. Implement, design and use a variety of procedures for diagnosing reading achievement and related language skills. Use assessment data to plan and implement intervention activities for students with literacy difficulties. prereq: EDLIT 756includes 25 hours of supervised assessment and intervention sessions with individual middle school students on-site at Hunter College Literacy Space and 25 hours of supervised assessment/intervention sessions off site with high school studentsCredits3

EDPS 700 Educational Psychology Proseminar

This proseminar consists of workshops, discussions and presentations on topics orienting students ot the field of educational psychology and introducing them to the research interests of faculty members.0 Credits

EDPS 701 Statistics and Statistical Computing in Education I

This course provides students with an introduction to statistical analyses used in educational research, including descriptive statistics, hypothesis testing, t-tests, analysis of variance, correlation, regression, and the use of computer packages for these analyses.60 hrsCredits 4

EDPS 702 Educational Research Methods

This course is to increase students’ understanding of the nature, purposes, needs, and types of research ocndcuted by educational researches and psychologists. Students will learn a range of research designs and methods, and their applications to education-related settings and issues.60 hrsCredits 4

EDPS 703 Learning and Behavior Theories

This course provides students with an overview of the study of human learning and behavior. A major goal of this course is to provide students with the knowledge and skills necessary to enable them to appropriately apply theories of learning in instructional settings.60 hrsCredits 4

EDPS 711 Metacognitive and Cognitive Processes in Education

This course provides students with an overview of major research on metacognitive and cognitive processes in learning and instruction. Focuses will be on major theories and research as well as metacognitive and cognitive processes and strategy applications in the areas of mathematical learning, text comprehension, science, and writing.pre-req: EDPS 702, coreq: EDPS 70360 hrsCredits 4

EDPS 712 Multicultural Issues in Learning and Instruction

This course will examine the current research in K-12 education to explore the role of multicultural issues in teaching and learning.pre- or coreq: EDPS 70260 hrsCredits 4

EDPS 713 Cognition and Educational Technology

This course covers research about the influence of educational technology on the development of thinking and learning. pre-req: EDPS 70360 hrsCredits 4

EDPS 721 Statistics and Statistical Computing in Education II

This course builds on knowledge of basic statistics, focusing on multiple regression and factorial ANOVA for statistical analysis of continuous and categorical independent variables. Diagnosis and treatment of data analytic problems such as missing data are discussed.pre-reqs: EDPS 701, EDPS 70260 hrsCredits 4

EDPS 723 Educational Program Evaluation

This course is designed to provide students with an overview of key concepts, theories, and methodologies utilized in the field educational evaluation.60 hrsCredits 4

EDPS 741 Mediating Factors in Student Achievement

This course will examine the current research in K-12 education in an effort to explore several of the more widely identified mediating factors that directly impact upon student achievement.pre-reqs: EDPS 70360 hrsCredits 4

EDPS 742 Special Topics in Educational Research Methods

This course will examine in-depth a selected method of research and statistical procedure in an educational psychology-related field. Topics and corresponding readings will vary each semester.pre-reqs: EDPS 701, EDPS 702, EDPS 70360 hrsCredits 4

EDPS 743 Special Topics in Educational Psychology

This course will examine current research regarding a selected topic within the field of educational psychology; topics and readings will vary by semester.pre-reqs: EDPS 701, EDPS 702, EDPS 70360 hrsCredits 4

EDPS 749 Independent Study in Educational Psychology

Permission of faculty adviser and chairperson required. Independent study in the area of educational psychology. A maximum of 4 credis of independent study may be counted toward the degree.1- 4 Credits

EDPS 790 Educational Psychology Seminar

This course provides an opportunity for students to prepare an original scholarly review of research literature or theoretical paper of publishable quality on an educational psychological topic of interest. The general goal of the course is to enable students to apply their knowledge of educational psychological issues and research through the development of a scholarly research paper.pre-req: students must have completed a minimum of 24 credits60 hrsCredits 4

EDPS 795.01 Educational Psychology Thesis Research 1

This course provides an opportunity for students to conduct original research in the field of educational psychology under the supervision of a faculty member.prereq: students must have completed a minimum of 24 creditsHours 30Credits 2

EDPS 795.02 Educational Psychology Thesis Research 2

This course provides an opportunity for students to conduct original research in the field of educational psychology under the supervision of a faculty member. prereq: students must have completed a minimum of 24 creditsHours 30Credits 2

HED 715 Health Education for Special Educators

This course presents an overview of health promotion and wellness for childhood special educators. It includes child abuse and neglect, drug education, fire safety, nutrition and fitness, and violence prevention.15 hrsCredits 1

Familiarizes prospective teachers of grades 7–12 with classroom organization patterns, rules and routines appropriate to the teaching of Latin. Close work with the design and evaluation of classroom lessons and materials in the context of national and state standards will be emphasized. prereq: completion of 18 credits of graduate Latin courses; pre- or coreq: SEDF 704Hours45 hrs, including conferences,Credits3

LATED 713 Methods 2: Teaching for Diverse Learners in Latin

Familiarizes prospective teachers of grades 7–12 with pedagogical approaches for teaching a diverse body of learners, in light of national and state standards, in part by utilizing aspects of diversity in the ancient world. Innovative uses of technology, development of instructional units, individualizing for students with special needs, exploring aspects for a student-centered classroom will be emphasized.prereq: LATED 712; pre- or coreq: SEDF 70530 hrs plus 36 hrs fieldworkCredits 2

LATED 731 Student Teaching in Latin, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. Students who receive a grade of B-, C+ or C must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat this course and may not continue in the program.prereq: LATED 71330 hrs, 60 days student teaching plus workshops and conferencesCredits 5

LATED 741.10 Practicum in Latin, Grades 7–9

Supervised practicum in the teaching of Latin in grades 7–9. Students who receive a grade of B-, C+ or C must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat this course and may not continue in the program. Students who take LATED 741.10 must also take LATED 741.20.prereq: LATED 71330 hrs plus conferencesCredits 2

LATED 741.20 Practicum in Latin, Grades 10–12

Supervised practicum in the teaching of Latin in grades 10–12. Students who receive a grade of B-, C+ or C must apply to the department chairperson for permission to reregister for this course, which may be repeated only once. Students who receive a grade of F may not repeat this course and may not continue in the program. Students who take LATED 741.20 must also take LATED 741.10.prereq: LATED 71330 hrs plus conferencesCredits 2

LING 702 Analysis and Structure of English from a Pedagogical Perspective

A comprehensive overview of the English Language for teachers of ESL, covering the sound system, systems of meaning making, orthographic and other representations, and the structures of English, with a specific focus on and application to teaching ESL. Required for students in Programs 1, 2, and 3.includes 10 hrs fieldworkCredits 4

LING 774 Theory and Research in Second Language Acquisition and Learning

A survey of current theory and research in second language acquisition with particular reference ot the acquisition of English and applications ot the classroom. Includes introduction to research methodology. Required of students in Program 1, 2, and 3.Prereq G LING 70200 includes 5 hours of fieldworkCredits 4

MUSED 677 Methods of Teaching Instrumental Music, Grades Pre-K–12

Organization and administration of school instrumental programs serving diverse student populations; New York State standards in the arts; rehearsal, teaching, and conducting techniques, including a review of principles of performance for strings, woodwinds, brass, and percussion; classroom management strategies; supervised fieldwork in applying these topics.pre- or coreq: SEDF 70445 hrs plus 18 hrs of fieldworkCredits 2

Organization and administration of school vocal programs serving diverse student populations; New York State standards in the arts; rehearsal, teaching, and conducting techniques; an overview of technology, content, and materials of the nonperforming general music curriculum; classroom management strategies; supervised fieldwork in applying these topics.prereq: MUSED 677; pre- or coreq: SEDF 70545 hrs plus 18 hrs fieldworkCredits 2

SEDC 341 Adolescent Fieldwork

Seminar and field experience in adolescent education. Students will complete a 48-hour field experience in a grade 7-12 classroom in their subject and will participate in an accompanying seminar. Co-req: SEDC 312, SEDC 321, SEDC 322, SEDC 323 or SEDC 32448 hrs fieldworkCredits 1

SEDC 710 Building the Foundations of Literacy in Adolescent Education

Supporting the development of literacy across the curriculum, with a focus on under-prepared students, students with special education needs, and students who are English language learners; implications for working toward standards.Hours45 hrs,Credits3

Familiarizes prospective teachers with a wide variety of literature for or about young adults. Books discussed and dramatized during each session reflect diverse cultures, varying learning styles, and special needs of young adults. The English Language Arts standards are addressed as delineated in city and state regulations. Literacy and comprehension skills are explored as well.pre- or coreq: SEDF 704Hours45 hrs,Credits3

Candidates will identify the impact of various classroom organization patterns, rules and routines, and methods of assessment. Candidates will be able to design, implement, and evaluate lessons in the context of state and city standards for learning in grades 7–12.pre- or coreq: SEDF 704Hours45 hrs,Credits3

Examines the interrelationship between the educational environment and the adolescent’s learning of mathematics and science. Teacher candidates study the basic classroom management in the teaching of science and mathematics as they explore the content and implementation of national, New York State and New York City standards for mathematics and science. Fosters the use of technology as an educational tool to improve the mathematics and science literacy of the adolescent.pre- or coreq: SEDF 704Hours45 hrs,Credits3

Rationales and methodologies for teaching social studies based on current theories of the nature of students, the social sciences and secondary schooling.pre- or coreq: SEDF 704Hours45 hrs,Credits3

SEDC 716 Math: Curriculum and Methods - Grades 7-12

For students pursuing certification in adolescent special education (generalist). Teacher candidates will develop an understanding of the content of mathematics programs and curricula in grades 7-12 and will formulate teaching methodology for the meaningful learning of mathematics. Strong emphasis will be placed on teaching students with special needs and English language learners. Credits3

SEDC 717 Social Studies: Curriculum and Methods - Grades 7-12

For students pursuing certification in adolescent special education (generalist). Teacher candidates will develop an understanding of the content of social studies programs and curricula in grades 7-12 and will formulate teaching methodology for the meaningful learning of social studies. Strong emphasis will be placed on teaching students with special needs and English language learners. Credits3

SEDC 718 Science: Curriculum and Methods - Grades 7-12

For students pursuing certification in adolescent special education (generalist). Teacher candidates will develop an understanding of the content of science programs and curricula in grades 7-12 and formulate teaching methodology for the meaningful learning of science. Strong emphasis will be placed on teaching students with special needs and English language learners.Credits3

SEDC 720 Adolescent Health and Safety

Health issues that are relevant to the health promotion and wellness of adolescents and their families from diverse backgrounds, abilities, and sexual orientations. Specific content areas will include nutrition, fitness, drug education, child abuse and neglect, fire prevention and safety, and violence prevention and intervention.15 hrsCredits 1

SEDC 721 Advanced Study of Teaching English Methods to a Diverse Population in Grades 7–12

Methodology that facilitates the learning of English language arts for a diverse population in secondary schools. Teacher candidates will engage in ways of teaching adolescents the skills of reading, responding to literature, writing (creative and expository), listening, speaking, and applying grammar conventions. They will write lesson and unit plans and experiment with classroom management and assessment techniques as they present lessons to the class for peer and instructor criticisms. These presentations will be videotaped for further self-analysis at home. New York State and city teaching standards will be applied throughout the course.prereq: SEDC 711; pre- or coreq: SEDF 70545 hrs plus 48 hrs fieldworkCredits 2

Familiarizes prospective middle and high school teachers, grades 7–12, with pedagogical approaches and innovative teaching techniques needed to convey to a diverse population current state and professional standards-based curriculum in Languages Other Than English. Innovative uses of technology, development of instructional units, individualizing for students with special needs, and strategies for managing problem behavior will be emphasized throughout the course.prereq: SEDC 712; pre- or coreq: SEDF 70545 hrs plus 48 hrs fieldworkCredits 2

Familiarizes prospective middle and high school teachers, grades 7–12, with pedagogical approaches and innovative teaching techniques needed to convey to a diverse population current state and professional standards-based curriculum in mathematics. Innovative uses of technology, development of instructional units, individualizing for students with special needs, and strategies for managing problem behavior will be emphasized throughout the course.prereq: SEDC 713; pre- or coreq: SEDF 70545 hrs plus 48 hrs fieldworkCredits 2

Familiarizes prospective middle and high school teachers, grades 7–12, with pedagogical approaches and innovative teaching techniques needed to convey to a diverse population current state and professional standards-based curriculum in science. Innovative uses of technology, development of instructional units, individualizing for students with special needs, and strategies for managing problem behavior will be emphasized throughout the course.prereq: SEDC 713; pre- or coreq: SEDF 705,45 hrs plus 48 hrs fieldworkCredits 2

Familiarizes prospective middle and high school teachers, grades 7–12, with pedagogical approaches and innovative teaching techniques needed to convey to a diverse population current state and professional standards-based curriculum in the social studies. Innovative uses of technology, development of instructional units, individualizing for students with special needs, and strategies for managing problem behavior will be emphasized throughout the course. prereq: SEDC 715; pre- or coreq: SEDF 70545 hrs plus 48 hrs fieldworkCredits 2

SEDC 741 Adolescent Fieldwork

Seminar and field experience in adolescent education. Students will complete a 48-hour field experience in a grade 7-12 classroom in their subject and will participate in an accompanying seminar. Co-req: SEDC 712, SEDC 721, SEDC 722, SEDC 723 or SEDC 72448 hrs fieldworkCredits 1

SEDC 751 Student Teaching in English, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72130 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 752.01 Student Teaching in French, Grades 7–12

Teacher candidates complete 30 days of student eaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72230 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 752.02 Student Teaching in Italian, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72230 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 752.03 Student Teaching in Spanish, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72230 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 753 Student Teaching in Mathematics, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72330 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 754.01 Student Teaching in Biology, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member and a certified biology teacher in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72430 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 754.02 Student Teaching in Chemistry, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member and a certified chemistry teacher in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72430 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 754.03 Student Teaching in Physics, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72430 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 754.04 Student Teaching in Earth Science, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72430 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 755 Student Teaching in Social Studies, Grades 7–12

Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. They further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, SEDC 72530 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 756 Student Teaching in Music, Pre-K–12

Teacher candidates complete 30 days of student teaching at grades Pre-K–6 and 30 days at grades 7–12 under the supervision of a Hunter College faculty member in a New York City school selected by the college. Students will further develop their skills in the delivery of instruction. Student teachers will assume significant responsibility for classroom instruction and management.prereq: SEDF 706, MUSED 678 30 hrs, 60 days student teaching plus workshops and conferencesCredits 5

SEDC 771.10 Practicum in English, Grades 7–9

Supervised practicum for teachers of English in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 771.10 must also take SEDC 771.20.prereq: SEDF 706, SEDC 72130 hrs plus conferencesCredits 2

SEDC 771.20 Practicum in English, Grades 10–12

Supervised practicum for teachers of English in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery instruction, and assessment of student learning. Students who take SEDC 771.20 must also take SEDC 771.10.prereq: SEDF 706, SEDC 72130 hrs plus conferencesCredits 2

SEDC 772.11 Practicum in French, Grades 7–9

Supervised practicum for teachers of French in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 772.11 must also take SEDC 772.21.prereq: SEDF 706, SEDC 72230 hrs plus conferencesCredits 2

SEDC 772.12 Practicum in Italian, Grades 7–9

Supervised practicum for teachers of Italian in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 772.12 must also take SEDC 772.22.prereq: SEDF 706, SEDC 72230 hrs plus conferencesCredits 2

SEDC 772.13 Practicum in Spanish, Grades 7–9

Supervised practicum for teachers of Spanish in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 772.13 must also take SEDC 772.23.prereq: SEDF 706, SEDC 72230 hrs plus conferencesCredits 2

SEDC 772.21 Practicum in French, Grades 10–12

Supervised practicum for teachers of French in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 772.21 must also take SEDC 772.11.prereq: SEDF 706, SEDC 72230 hrs plus conferencesCredits 2

SEDC 772.22 Practicum in Italian, Grades 10–12

Supervised practicum for teachers of Italian in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 772.22 must also take SEDC 772.12. prereq: SEDF 706, SEDC 72230 hrs plus conferencesCredits 2

SEDC 772.23 Practicum in Spanish, Grades 10-12

Supervised practicum for teachers of Spanish in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 772.23 must also take SEDC 772.13.prereq: SEDF 706, SEDC 72230 hrs plus conferencesCredits 2

SEDC 773.10 Practicum in Mathematics, Grades 7–9

Supervised practicum for teachers of mathematics in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 773.10 must also take SEDC 773.20.prereq: SEDF 706, SEDC 72330 hrs plus conferences>Credits 2

SEDC 773.20 Practicum in Mathematics, Grades 10

Supervised practicum for teachers of mathematics in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 773.20 must also take SEDC 773.10.prereq: SEDF 706, SEDC 72330 hrs plus conferencesCredits 2

SEDC 774.11 Practicum in Biology, Grades 7–9

Hunter College-supervised practicum for teachers of biology in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 774.11 must also take SEDC 774.21.prereq: SEDF 706, SEDC 72430 hrs plus conferencesCredits 2

SEDC 774.12 Practicum in Chemistry, Grades 7–9

Supervised practicum for teachers of chemistry in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 774.12 must also take SEDC 774.22.prereq: SEDF 706, SEDC 72430 hrs plus conferencesCredits 2

SEDC 774.13 Practicum in Physics, Grades 7–9

Hunter College-supervised practicum for teachers of physics in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 774.13 must also take SEDC 774.23.prereq: SEDF 706, SEDC 72430 hrs plus conferencesCredits 2

SEDC 774.14 Practicum in Earth Science, Grades 7–9

Hunter College-supervised practicum for teachers of earth science in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 774.14 must also take SEDC 774.24.prereq: SEDF 706, SEDC 72430 hrs plus conferencesCredits 2

SEDC 774.21 Practicum in Biology, Grades 10–12

Hunter College-supervised practicum for teachers of biology in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 774.21 must also take SEDC 774.11.prereq: SEDF 706, SEDC 72430 hrs plus conferencesCredits 2

SEDC 774.22 Practicum in Chemistry, Grades 10–12

Supervised practicum for teachers of chemistry in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 774.22 must also take SEDC 774.12. prereq: SEDF 706, SEDC 72430 hrs plus conferencesCredits 2

SEDC 774.23 Practicum in Physics, Grades 10–12

Hunter College-supervised practicum for teachers of physics in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 774.23 must also take SEDC 774.13.prereq: SEDF 706, SEDC 72430 hrs plus conferencesCredits 2<

SEDC 774.24 Practicum in Earth Science, Grades 10–12

Hunter College-supervised practicum for teachers of earth science in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 774.24 must also take SEDC 774.14.prereq: SEDF 706, SEDC 72430 hrs plus conferencesCredits 2

SEDC 775.10 Practicum in Social Studies, Grades 7–9

Supervised practicum for teachers of social studies in grades 7–9 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 775.10 must also take SEDC 775.20.prereq: SEDF 706, SEDC 72530 hrs plus conferencesCredits 2

SEDC 775.20 Practicum in Social Studies, Grades 10–12

Supervised practicum for teachers of social studies in grades 10–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 775.20 must also take SEDC 775.10. prereq: SEDF 706, SEDC 72530 hrs plus conferencesCredits 2

SEDC 776.10 Practicum in Music, Grades Pre-K–6

Supervised practicum for teachers of music in grades Pre-K–6 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 775.10 must also take SEDC 775.20.prereq: SEDF 706, MUSED 67830 hrs plus conferencesCredits 2

SEDC 776.20 Practicum in Music, Grades 7–12

Supervised practicum for teachers of music in grades 7–12 in a New York City school. Students will continue to develop and refine classroom expertise in curriculum development, delivery of instruction, and assessment of student learning. Students who take SEDC 775.20 must also take SEDC 775.10.prereq: SEDF 706, MUSED 67830 hrs plus conferencesCredits 2

SEDF 703 Social Foundations of Adolescent Education

Students explore in depth different sociological, historical, philosophical, anthropological, and political concepts and theories related to urban schooling. Particular emphasis will be placed on issues such as tracking, parent-school-community relations, inclusion of students with disabilities, the teaching of English language learners, and other diverse populations. Students will learn to analyze these concepts and theories and apply them to current classroom practices.Hours45 hrs,Credits3

SEDF 704 Adolescent Development, Grades 7–12

The process of cognitive, social/emotional, personality, and language development among youth who vary by gender, race and ethnicity, English proficiency and varying levels of abilities.30 hrs, plus 36 hrs fieldworkCredits 2

SEDF 714 Adolescent Development and Learning

This course prepares teacher candidates to think about how adolescents develop and learn by examining the process of cognitive, social/emotional, personality and language development among youth who vary by gender, race and ethnicity, English proficiency and levels of ability. Emphasis will be placed on creating culturally compatible classrooms, motivating students, and assessing their learning. Credits 3

SPED 308 Teaching Students with Special Needs in Inclusive Settings

Participants will explore the benefits and challenges of creating and maintaining classrooms designed to incorporate students with disabilities in the general education environment for part, or all, of their program. Cross-listed SPED 708prereq:12 credits of courseworkHours45Credits3

SPED 700 Issues and Practices in Educating Students with Disabilities

Current and historical views of individuals with disabilities; legal and educational perspectives; definition of populations; effects of disabilities on social, emotional and psychological development.Hours45 hours; includes 5 hours of field experienceCredits3

SPED 701 Assessment of Students with Disabilities

The study of processes and procedures used in the psycho-educational assessment of children with disabilities. Uses and limitations of assessment measures and procedures. Practice in use of selected tests for students, both those suspected of having disabilities and those with identified disabilities.pre- or coreq: SPED 700Hours45 hours; includes 10 hrs of field experience Credits3

Understanding and skill critical to assessing students with learning disabilities and behavior disorders in order to determine instructional starting points, guide intervention, and track progress. Includes multiple administrations of measures assessing pre-reading (including phonological awareness), word recognition, reading comprehension, writing, vocabulary, and mathematics, as well as progress monitoring probes. Also, informal assessment of general knowledge, curriculum-specific vocabulary, and self-monitoring. In-class assessment practice, as well as assessment of students (videotaped for review and analysis).Hours45Credits3

SPED 702 Classroom Management in Special Education and Inclusive Settings

Develops skill in using a variety of approaches to ameliorate classroom management problems of students with disabilities affecting learning and behavior. Includes behavior modification methods, communication strategies, and psycho-educational approachespre- or coreq: SPED 700Hours45 hours; includes 15 hrs of field experienceCredits3

SPED 702.50 Classroom Management in Special Education and Inclusive Settings

Develops skills in using a variety of approaches to ameliorate classroom management problems of students with disabilities affecting learning and behavior. Includes behavior modification methods, communication strategies and psychoeducational approaches. This course is for students in the Severe/Multiple Disabilities Including Deafblindness Program and Blind and Visually Impaired Program.pre- or coreqs: SPED 700, SPED 790, SPED 791, or SPED 740, SPED 741HoursIncludes 20 hrs of field experience, 45 hrs,Credits3

SPED 703 Inclusive Instruction in General Education Classrooms for Students with Learning and Behavior Disorders

Explores curriculum adaptations and intensified instruction for learners with diverse special education needs. Emphasizes practical application of instructional strategies, classroom change, and collaborative processes. Open to both special education and general education graduate students.prereq: SPED 700; coreq: current employment as a teacher or enrollment in student teaching HoursIncludes 10 hrs of field experience, 45 hrs,Credits3

SPED 704 Issues in Teaching English Second Language Learners with Special Education Needs

Overview of issues and best practices for teaching English as a second language to learners with disabilities and special education needs. Techniques for distinguishing language-related issues from disability-related learning and behavioral characteristics. Methods for developing and adapting teaching and materials specifically for second language learners who have disabilities.pre- or coreq: SPED 70015 hrsCredits 1

SPED 705 Use of Instructional Technology in Special Education

Computer lab course focused on both broadly based and specialized applications for supporting students with learning disabilities, mild, moderate mental retardation, and behavioral disorders. Focus on select number of tools and their multiple uses. Also, overview of specialized computer curriculum software, web resources, and assistive technology for students with severe disabilities pre- or coreq: SPED 70030 hrs labCredits 1

Emphasis is on collaborative teaming and alternative instructional arrangements in diverse general education classrooms, preschools, and early intervention programs; disability-specific skills that foster independence and social inclusion including self-care, community and domestic skills; facilitating friendships; development of curriculum adaptations, innovative scheduling, and access to technological support.pre- or coreqs: SPED 700 or SPEDE 768HoursIncludes 10 hours of field experience, 45 hrs,Credits3

Emphasis is on collaborative teaming and alternative instructional arrangements in diverse general education classrooms, preschools, and early intervention programs; disability-specific skills that foster independence and social inclusion including self-care, community and domestic skills; facilitating friendships; development of curriculum adaptations, innovative scheduling, and access to technological support. This course is for students in the Severe/Multiple Disabilities Including Deafblindness Program and Blind and Visually Impaired Program.Pre or Co-req SPED 70000Pre or Co-req and SPED 74200Pre or Co-req or SPED 79100 Hours(includes 10 hours of field experience),Credits3

SPED 707 Research Seminar: Issues in Special Education

Integration of theory and practice as related to concerns across the entire field of special education. Two major projects, one oral and one written, constitute the special education program’s culminating activity.Hours45 hrs,Credits3

SPED 707.51 Advanced Seminar in Special Education Practice (For those in Advanced Preparation in Special Education)

Culminating experience focused on integrating, strengthening, and extending understanding of learning disabilities/behavior disorders, evidence-based interventions, and instructional skill. Entails creating individual video demonstrations and group projects focused on critical areas of specially-designed instruction for students with learning disabilities, creating presentations to student, teacher, and/or parent groups. Also includes creation of a professional portfolio.Hours45 hrs,Credits3

SPED 708 Teaching Students with Special Needs in Inclusive Settings

Participants will explore the benefits and challenges of creating and maintaining classrooms designed to incorporate students with disabilities in the general education environment for part, or all, of their program. Cross-listed SPED 308prereq:12 credits of courseworkHours45Credits3

SPED 720 American Sign Language I

An intensive first course in American Sign Language (ASL), designed to establish a foundation of ASL communicative competence. Emphasizes ASL grammar, vocabulary, receptive and expressive skills, fingerspelling, numbers, and spatial and pronominal reference.pre- or coreq: SPED 700includes 10 hrs of field experience90 hrs labCredits 3

SPED 722 The Study of ASL Educational Linguistics

Focus on the linguistic structure of ASL: phonology, morphology, syntax, pragmatics, and discourse rules. Traces acquisition of ASL during infancy, childhood and adolescent. Differences are highlighted between ASL and English linguistics, as well as the interaction between such structures and children’s learning. ASL is the instructional language used to teach this course.prereq: SPED 72160 hrs labCredits 2

SPED 730 Education of Students Who Are Deaf and Hard-of-Hearing

History of theory, practice and conceptualizations in the education of students who are deaf and hard-of-hearing. The study of language acquisition (English and ASL), bilingualism, and learning English as a second language in hearing and deaf children. Linguistic understanding and analysis of the components of language proficiency. Educational settings, issues of inclusion, and use of technology.HoursIncludes 10 hours of field experience 45 hrs,Credits3

SPED 731 Reading and Writing Development for Students Who Are Deaf and Hard-of Hearing: Methods 1

Theoretical and practical aspects of deaf children’s receptive and expressive language use. Instructional procedures used to facilitate language acquisition in deaf and hard-of-hearing children and their learning to read and write.Assessment, instructional procedures, specific remediation techniques, and technology supports.coreq:must take SPED 733 in semester immediately following.prereq or coreq:SPED 730HoursIncludes 15 hrs of field experience 45 hrs,Credits3 Fall only

SPED 733 Math and Across-the-Curriculum Adaptations for Students who are Deaf and Hard-of-Hearing: Methods 2

Methods for assessing and teaching deaf and hard-of-hearing students in mathematics, science, social studies, other content areas, and time/space organization. Focus on math concept development and compensations; reading/writing and the arts across the curriculum; and organizational strategies for school, home and life.prereq:(immediate preceding semester) SPED 731prereq or coreq:SPED 700HoursIncludes 15 hrs of field experienceSpring only

SPED 735 Speech Development and Remediation of Students who are Deaf and Hard-of-Hearing

Psycho-acoustic aspects of speech sounds and their relationship to speech acquisition in hearing and deaf children. Effects of various degrees of hearing loss on speech acquisition; sense modalities in speech production; typical voice and speech errors in deaf and hard-of-hearing children; methods, procedures, materials, and technology used for speech development and remediation; inclusion of deaf and hard-of-hearing students.pre- or coreq: SPED 700HoursIncludes 5 hrs of field experienceCredits3

SPED 736 Aural Rehabilitation of Students who are Deaf and Hard-of-Hearing

Principles and methods of teaching speech and auditory training. Methods, procedures and materials used in development of oral communication, supports for inclusive settings and use of technology.prereq or coreq:SPED 700HoursIncludes 5 hrs of field experience

Supervised student teaching placement providing direct, specially designed classroom instruction for deaf and hard-of-hearing students at two grade levels that do not overlap with either pre-student teaching field experience. Weekly seminar and conferencing to integrate knowledge and skills requisite to the teaching of children who are deaf and hard-of-hearing. Addresses factors influencing teaching and management outcomes such as inclusion, technology, and family influences.prereq or coreq:SPED 721, SPED 733Hours30 hrs seminar, plus conferences, plus 40 days student teaching at two grade levels,Credits4

Supervised student teaching placement providing direct, specially designed classroom instruction at a grade level that does not overlap pre-student-teaching field experience. Weekly seminar and conferencing to integrate knowledge and skills requisite to the teaching of children who are deaf and hard-of-hearing. Addresses factors influencing teaching and management outcomes such as inclusion, technology, and family influences.

Supervised student teaching placement providing direct, specially designed classroom instruction at a grade level that does not overlap pre-student teaching field experience. Weekly seminar and conferencing to integrate knowledge and skills requisite to the teaching of children who are deaf and hard-of-hearing. Addresses factors influencing teaching and management outcomes such as inclusion, technology, and family influences.

Supervised student teaching placement providing direct, specially designed classroom instruction at a grade level that does not overlap pre-student teaching field experience. Weekly seminar and conferencing to integrate knowledge and skills requisite to the teaching of children who are deaf and hard-of-hearing. Addresses factors influencing teaching and management outcomes such as inclusion, technology, and family influences.pre- or coreqs: SPED 721, SPED 73330 hrs seminar, plus conferences, plus 20 days student teachingCredits 2

Supervised student teaching placement providing direct, specially designed classroom instruction at a grade level that does not overlap pre-student teaching field experience. Weekly seminar and conferencing to integrate knowledge and skills requisite to the teaching of children who are deaf and hard-of-hearing. Addresses factors influencing teaching and management outcomes such as inclusion, technology, and family influences.pre- or coreqs: SPED 721, SPED 73330 hrs seminar, plus conferences, plus 20 days student teachingCredits 2

Supervised practicum providing direct, specially designed classroom instruction at a grade level that does not overlap with pre-student-teaching field experience as well as supervised. Weekly seminar and conferencing to integrate knowledge and skills requisite to the teaching of children who are deaf and hard-of-hearing. Factors influencing teaching and management outcomes such as inclusion, technology, and family influences. pre- or coreqs: SPED 721, SPED 73330 hrs seminar, plus conferencesCredits 2

Supervised practicum providing direct, specially designed classroom instruction at a grade level that does not overlap with pre-student-teaching field experience as well as supervised clinical teaching experience. Weekly seminar and conferencing to integrate knowledge and skills requisite to the teaching of children who are deaf and hard-of-hearing. Factors influencing teaching and management outcomes such as inclusion, technology, and family influences.pre- or coreqs: SPED 721, SPED 73330 hrs seminar, plus conferencesCredits 2

Characteristics, etiologies, and effects of blindness and visual impairments on educational functioning; interpretations of clinical examination reports; pre-clinical functional vision assessment; identification, classification, and utilization of optical devices in school and community environments.prereq or coreq:SPED 700Hoursincludes 10 hrs of field experienceCredits3

SPED 741 Education and Rehabilitation of Individuals with Visual Impairments

Focus on service delivery systems, psycho-social aspects of blindness and visual impairment, attitudes, legislation, advocacy, resources and unique curriculum areas that relate to learners with visual impairments. Effects of blindness and low vision on motor, cognitive, social and language development.prereq or coreq:SPED 740HoursIncludes 10 hrs of field experience

Principles, teaching strategies, and curriculum adaptations relevant to academic, social, vocational and life-skill needs of learners with blindness and low vision, including those with additional impairments.prereq or coreq:SPED 740, SPED 741HoursIncludes 15 hrs of field experience

History of tactile reading systems used by individuals who are blind. Students must demonstrate proficiency in reading and writing Grade 2 literary Braille and using the Braillewriter and slate and stylus. Other skills include modifying print materials for use by Braille readers. Current research and issues related to Braille literacy are reviewed.Pre or Co-req SPED 74000Pre or Co-req and SPED 74100Pre or Co-req and SPED 74200 includes 10 hrs of field experience

SPED 744 Assistive Technology for Learners with Visual Impairments

Course provides students with hands-on experiences with access technology options for individuals who are blind or visually impaired. These include screen review software, speech synthesizers, scanning devices, Braille translators, refreshable Braille displays, and portable speech and Braille note takers. Emphasis will be on learning to assess the strengths of current and future access technology in relation to individual learners in school and community settings.Pre or Co-req SPED 74200Pre or Co-req and SPED 74300 Hours45 hrs,Credits3

Knowledge and skills to transcribe mathematical and scientific print material into Braille by use of the Nemeth Code at both the elementary and secondary school levels; content related to methods for teaching math literacy to students who are blind; and current literature and research.pre- or coreqs: SPED 740, 741, 742, 74315 hrsCredits 1

SPED 746 Educational Implications of Learners Who Are Deafblind

Characteristics and etiologies of dual sensory impairments and how causative factors and age of onset impact on learning and intervention strategies. Emphasis will be on service delivery systems, adapting sensory environments in the school, developing communication modes, using assistive technology devices, and accessing resources in deafblindness. prereqs: SPED 700, SPED 790 or SPED 741includes 10 hrs of field experience

SPED 747 Principles and Practices in Orientation and Mobility for Teachers of Learners with Visual Impairments

The history of orientation and mobility (O&M), systems of O&M, techniques of utilizing sensory information for children who are visually impaired, and concepts (e.g., spatial, positional, environmental, and time) taught by teachers of students with visual impairments. Lab experiences to teach pre-cane skills with the use of blindfolds and low-vision simulators in both indoor and outdoor environments.Pre or Co-req SPED 74000Pre or Co-req and SPED 74100Pre or Co-req and SPED 74200includes 10 hrs of field experienceCredits3

SPED 749 Orientation and Mobility for Students with Visual Impairments and Additional Disabilities

An advanced orientation and mobility course on specialized instructional strategies that address the special travel difficulties of learners (infants to older adults) who are blind or visually impaired with additional disabilities. Topics include deafness, deafblindness, multiple impairments, motoric, cognitive and affective impairments. This course also addresses instructional strategies for persons in unique living situations or environments.Hoursincludes 10 hrs field experience, 45 hrs,Credits3

SPED 750 The Study of Behavior Disorders

Etiology and characteristics of children with behavioral disorders. Theories underlying the development of behavior disorders, including an understanding of constitutional, environmental and family influences. Use of contemporary diagnostic criteria and their implications for placement. Sensitivity to cultural factors and individual’s behavior and customs.pre- or coreq: SPED 700includes 20 hrs of field experience

SPED 750.51 The Study of Behavior Disorders (For those in Advanced Preparation in Special Education: Track 2- Advanced Study in Behavior Disorders)

Etiology and characteristics of children with behavioral disorders. Theories underlying the development of behavior disorders, including an understanding of constitutional, environmental and family influences. Use of contemporary diagnostic criteria and their implications for placement. Sensitivity to cultural factors and individual’s behavior and customs. Advanced students must complete individually-tailored assignments.prereq or coreq:SPED 700HoursIncludes 20 hrs of field experience

SPED 751 Methods and Materials for Teaching Students with Behavior Disorders

Educational assessment for effective instruction of students with behavior disorders in both academic and behavioral areas. Individualized remedial procedures, with attention to cultural considerations in understanding and responding to students.pre- or coreq: SPED 750includes 20 hrs of field experience

SPED 751.51 Methods and Materials for Teaching Students with Behavior Disorders (For those in Advanced Preparation in Special Education: Track 2- Advanced Study in Behavior Disorders)

Educational assessment for effective instruction of students with behavior disorders in both academic and behavioral areas. Individualized remedial procedures, with attention to cultural considerations in understanding and responding to students. Advanced students must complete individually-tailored assignments.Pre or Co-req SPED 75000Hours45Credits3

SPED 752 Student Teaching: Behavior Disorders, Grades 1–3 and 4–6

Supervised student teaching and weekly seminar to integrate knowledge and skills requisite to teaching children with behavior disorders. This includes teaching strategies and understanding influences in planning IEPs and implementing appropriate instructions at grade levels 1–3 and 4–6. Factors influencing teaching and management outcomes such as family influences.prereq: SPED 750; pre- or coreqs: SPED 751 or SPED 781.5030 hrs seminar, plus conferences, plus 40 days student teaching at two age levelsCredits 4

An overview of major questions and issues in the field, including What is intelligence? What is creativity? What is giftedness? How do we measure these qualities? Focus on the urban context, incorporating rich cultural, social, political, educational, and scientific resources possibilities, and developing expertise in educating gifted and talented students from a broad range of backgrounds.Cross-listed (Cross-listed with CEDF 753.)Hours45 hrs includes 10 hrs field experienceCredits3

SPED 754 Differentiating Curriculum for Gifted and Talented Learners

Consideration of a wide range of curriculum options appropriate for meeting diverse kinds of gifted learning needs from early childhood through Grade 12, as well as a variety of placement options, from the regular classroom to the fulltime gifted school. Cross-listed (Cross-listed with CEDF 754.)Pre or Co-req SPED 75300 HoursIncludes 10 hrs field experienceCredits3

SPED 756 Professional Discourse and Leadership in Gifted Education

Collaborative models of professional development and program evaluation in gifted education. Major issues and leadership concerns in the field, e.g., including underrepresented populations and integrating gifted practices schoolwide and systemwide. Investigation of networking and dissemination.Cross-listed ADSUP 756, CEDC 756, CEDF 756Pre or Co-req SPED 755.00Pre or Co-req or CEDC 755.00 HoursIncludes 10 hrs field experience

SPED 760 Skills and Techniques for Rehabilitation Teaching I

Methods and alternative techniques in the areas of daily living skills, sensory development, communication skills and personal management for individuals who are visually impaired. Students receive instruction in assessment and evaluation, assessment-based goal planning, and lesson preparation for instructing consumers with visual impairments.prereq: SPED 740, 741HoursIncludes 10 hrs field experienceCredits3

SPED 761 Skills and Techniques for Rehabilitation Teaching II

Methods and alternative instructional techniques in the areas of home management, food preparation, home mechanics, leisure activities and craftmaking for the purpose of instructing persons who are visually impaired. Students learn the evaluation of persons with visual impairments. This course also teaches evaluation and instruction of age-appropriate activities for youth of transition age.prereq: SPED 760includes 10 hrs field experienceCredits3

SPED 762 Principles of Vocational Rehabilitation and Independent Living Rehabilitation for Adults with Visual Impairments

Provides supervised placement in itinerant or center-based programs for children or adults who are blind and/or visually impaired. All students are required to attend individual conferences and a weekly seminar.prereq: SPED 760, 761230 hrs, 2 Credits

Provides supervised advanced-level field placement in a variety of settings for teaching persons with visual impairments including youth of transition age and individuals with multiple impairments. All students are required to attend individual conferences and a weekly seminar.prereq: SPED 760, 761230 hrs, 2 Credits

SPED 765 Intermediate Orientation and Mobility

Theories related to perception, learning and development of individuals who are blind or visually impaired, and /or with multiple impairments across the age-spectrum as it is related to O&M. Through lecture, observation and practice, the student develops competencies in teaching indoor travel techniques used by persons with visual impairments. Requirements include 50 hours of blindfold simulation.pre- or coreq: SPED 768Hoursincludes 50 hrs of lab plus 15 hrs field experienceCredits3

SPED 766 Advanced Orientation and Mobility

Assessment, lesson sequencing, methods for Orientation and Mobility (O&M) of those who are visually impaired across the age-spectrum. Through lecture, observation and practice, the student develops competencies in teaching outdoor travel techniques used by persons with visual impairments.Prereq G SPED 765.00 Hoursincludes 50 hrs of lab plus 15 hrs field experienceCredits3

SPED 767 Orientation and Mobility: Internship/Seminar

Knowledge and skills in advocacy for persons with visual impairments, the Code of Ethics for O&M specialists, organizing an O&M program, record keeping systems and program evaluation procedures, educating the public about O&M, issues and public policy related to O&M, and principles of employer/employee relations. 340 hours of internship required.Prereq SPED 766.00Prereq SPED 769.00Hours30 hrs seminar, plus conferences plus 340 hours of internship,Credits2

SPED 768 Intermediate Orientation and Mobility: Lab & Seminar

This course teaches assessment of the systems of mobility used by persons who are visually impaired and develops competencies in teaching indoor travel techniques used by persons with visual impairments. Two week summer course.Prereq SPED 747.00 Credits2 crTwo week summer course.

SPED 769 Advanced Orientation and Mobility: Lab and Seminar

This course demonstrates practical application of Orientation and Mobility instructional techniques as they are applied in outdoor settings under blindfold and with low vision simulators. Content related to instructional strategies will be provided during the in-class seminar. Two week summer course.Prereq G SPED 768.00Prereq ) and ( G SPED 765.00 Credits2 Two week summer course.

This course is addresses principles, methods, and specially designed instruction for adolescents with learning disabilities, mild/moderate cognitive impairment, and/or behavior disorders. The focus is on developing skills in (1) writing and (2) mathematics in grades 7-12, with special attention paid to organizational aspects of learning. Students will learn the writing process in general, along with various strategies that promote writing skills of adolescents across the content areas. In addition, students will learn specific strategies that support struggling learners in mathematics classrooms. Please note: Students must take this course concurrently with SPED 774 and have taken SPED 771 & SPED 772 in preceding semester. prereq: SPED 771/772; coreq: SPED 774

SPED 780 The Study of Learning Disabilities in Children and Adolescents

History of theory, practices and conceptualizations of learning disabilities and mild/moderate mental retardation. Current issues, controversies and research, offering frameworks for appropriate instruction. Includes student characteristics, LD as an approach to teaching, family and cultural needs, as well as services and settings from special schools to supported inclusion.pre- or coreq: SPED 700Hours45Credits3

Supervised practicum, providing direct, specially designed instruction for students with learning disabilities or mild/moderate mental retardation in either grades 1–3 or 4–6, whichever is not covered in SPED 782/784. Weekly seminar and conferencing. Focus on selecting, applying, and monitoring instructional and behavioral strategies. Includes IEP, families and communities.

SPED 781 Reading and Writing for Students with Learning Disabilities: Methods 1

Principles, methods, and specially designed instruction for students with learning disabilities or mild/moderate mental retardation. Focus on developing literacy, including early reading (conventions of print, phonemic awareness, word recognition) fluency, vocabulary development, graphic organizing, and comprehension at the sentence, cross-sentence and text-structure levels.coreq:SPED 782prereq or coreq:SPED 700HoursIncludes 10 hrs of field experienceCredits3Only in the fall semester(note: must take concurrently with SPED 782 and must take SPED 783/784 in semester immediately following)

SPED 781.50 Reading and Writing for Students with Learning Disabilities: Methods 1 (for those not in LD Specialization)

Principles, methods, and specially designed instruction for students with learning disabilities or mild/moderate mental retardation. Focus on developing literacy, including early reading (conventions of print, phonemic awareness, word recognition) fluency, vocabulary development, graphic organizing, and comprehension at the sentence, cross-sentence and text-structure levels.pre- or coreq: SPED 700includes 10 hrs of field experience

SPED 781.51 Reading and Writing for Students with Learning Disabilities: Methods 1 (For those in Advanced Preparation in Special Education)

Principles, methods, and specially designed instruction for students with learning disabilities or mild/moderate mental retardation. Focus on developing literacy, including early reading (conventions of print, phonemic awareness, word recognition) fluency, vocabulary development, graphic organizing, and comprehension at the sentence, cross-sentence and text-structure levels. Advanced students must complete individually-tailored assignments.Hours45Credits3

SPED 782 Supervised Clinical Teaching of Students with Learning Disabilities: Part 1

SPED 783 Math, Organizational and Social Strategies for Students with Learning Disabilities: Methods 2

Principles, methods, and specially designed mathematics instruction for students with learning disabilities or mild/moderate mental retardation. Focus on concept development, concrete materials, procedural learning, memory strategies and compensations; time/space/task organization and body movement, social-interaction, and the arts across the curriculum.prereq: SPED 781/782; coreq: SPED 784Hours45Credits3Spring only(note: must take concurrently with SPED 784 and have taken SPED 781/782 in preceding semester)

SPED 783.50 Math, Organizational and Social Strategies for Students with Learning Disabilities (for those not in LD specialization)

Principles, methods, and specially designed mathematics instruction for students with learning disabilities or mild/moderate mental retardation. Focus on concept development, concrete materials, procedural learning, memory strategies and compensations; time/space/task organization and body movement, social interaction, and the arts across the curriculum.pre- or coreq: SPED 700Hours45 hrs,Credits3

SPED 783.51 Math, Organizational and Social Strategies for Students with Learning Disabilities: Methods 2 (For those in Advanced Preparation in Special Education)

Principles, methods, and specially designed mathematics instruction for students with learning disabilities or mild/moderate mental retardation. Focus on concept development, concrete materials, procedural learning, memory strategies and compensations; time/space/task organization and body movement, social interaction, and the arts across the curriculum. Advanced students must complete individually-tailored assignments.Hours45Credits3

SPED 784 Supervised Clinical Teaching of Students with Learning Disabilities: Part 2

Medical foundations of low incidence disabilities. Focus is on characteristics, etiologies, and effects of multiple impairments in learners in school environments and impact upon motor, cognitive, social, and adaptive skills.pre- or coreq: SPED 700Hours45 hrs,Credits3

The study of alternative procedures used in assessing learners with low-incidence disabilities. Emphasis is on behavior observation techniques, ecological inventories, performance and curriculum- based assessment and routine task analysis assessment. Practice in use of selected instruments and participation in parent/teacher conferences.pre- or coreq: SPED 700, SPED 790includes 15 hrs of field experience

Focus of course is on nonlinguistic and linguistic forms of communication used by learners with severe disabilities including deafblindness. Emphasis is on instruction in aided and unaided augmentative, alternative, and assistive technological devices that enhance communication.Pre or Co-req SPED 700.00Pre or Co-req or SPEDE 768.00Pre or Co-req or SPEDE 769.00 includes 15 hrs of field experience

SPED 792.51 Language Development and Alternative Communication Systems for Learners with Low Incidence Disabilities: Severe Disabilities including Deafblindness (For those in Advanced Preparation in Special Education: Track 3- Advanced Study in Early Childhood Special Education)

Focus of course is on nonlinguistic and linguistic forms of communication used by learners with severe disabilities including deafblindness. Emphasis is on instruction in aided and unaided augmentative, alternative, and assistive technological devices that enhance communication. Advanced students must complete individually-tailored assignments.Pre or Co-req SPED 70000Pre or Co-req or SPEDE 76800Pre or Co-req or SPEDE 76900 includes 15 hrs of field experience

SPED 793 Total Communication for Learners with Severe/Multiple Disabilities

Knowledge of the manual alphabet and basic sign vocabulary appropriate for instruction with learners with severe disabilities. Also focuses on differences among sign language systems and introduction to deaf culture.prereq: SPED 70030 hrsCredits 2includes 10 hrs of field experience

SPEDE 714 History and Context of Early Intervention and Early Childhood Special Education

Historical and current views of infants and young children with developmental delays and disorders; “War on Poverty” antecedents of current early childhood special education services; federal, state, and city regulations covering intervention services to young children with disabilities.15 hrsCredits 1

SPEDE 767 Field Experiences in Early Childhood Special Education with an Annotation in Severe Disabilities

15 hour seminar plus 30 hrs. of fieldwork in one of the following age/grade levels: 0–3; 3–5; or Kindergarten, grades 1 and 2 in a program for children with severe disabilities,Pre or Co-req G SPEDE 770.00Pre or Co-req and G SPED 790.00Pre or Co-req and G SPED 791.00 Credits 1

SPEDE 768 Characteristics and Developmental Problems of Infants and Young Children with Special Needs

Definition of populations; effects of disabilities on cognitive, social/emotional, language, and motor development; implications for early intervention and education.HoursIncludes 2.5 hrs field experience,Credits3

SPEDE 769 Assessment of Development and Learning in Infants and Young Children with Special Needs

Processes and procedures appropriate for assessing the development and learning of children from infancy through age 7 (second grade), including multidisciplinary screening and assessment; uses and limitations of assessment measures; practice in the use of selected assessment tools.Pre or Co-req G SPEDE 768.00HoursIncludes 5 hrs field experience,Credits3

SPEDE 770 Curriculum Models and Methods in Early Intervention and Early Childhood Special Education

Major approaches in early intervention and early childhood special education; instructional sequences and methods for use in different settings such as inclusion programs and the natural environment of the home; team and collaborative teaching models; the process of using assessment data to create IFSP and IEP goals and objectives and match them to teaching strategies; program evaluation.Pre or Co-req SPEDE 714.00Pre or Co-req and SPEDE 769.00Pre or Co-req or SPED 791.00 HoursIncludes 5 hrs field experience,Credits3

SPEDE 770.51 Curriculum Models and Methods in Early Intervention and Early Childhood Special Education (For those in Advanced Preparation in Special Education: Track 3- Advanced Study in Early Childhood Special Education)

Major approaches in early intervention and early childhood special education; instructional sequences and methods for use in different settings such as inclusion programs and the natural environment of the home; team and collaborative teaching models; the process of using assessment data to create IFSP and IEP goals and objectives and match them to teaching strategies; program evaluation. Advanced students must complete individually-tailored assignments.Pre or Co-req SPEDE 714.00Pre or Co-req and SPEDE 769.00Pre or Co-req or SPED 791.00 includes 5 hrs field experience

Special learning and behavioral issues in educating infants/toddlers, preschoolers, and elementary age students with autism spectrum disorders; instructional strategies of particular value in working with children who have autism, PDD-NOS, and Asperger’s syndrome.pre- or coreq: SPEDE 776 and one of the following: SPED 706, 706.50, 730, 740, 750, 770, 780, 781, 790, or permission of the early childhood special education program coordinator

HoursIncludes 5 hrs of field experienceCredits3

SPEDE 771.51 Autistic Spectrum Disorders: Characteristics, Implications for Intervention, and Educational Strategies (For those in Advanced Preparation in Special Education: Track 3- Advanced Study in Early Childhood Special Education)

Special learning and behavioral issues in educating infants/toddlers, preschoolers, and elementary age students with autism spectrum disorders; instructional strategies of particular value in working with children who have autism,PDD-NOS, and Asperger’s syndrome. Advanced students must complete individually-tailored assignments.includes 5 hrs of field experience.

SPEDE 772 Behavioral Theory and Its Applications to Young Children with Special Needs

The major tenets of behavioral theory; variations in approaches to applied behavior analysis; how to do and use functional behavioral analysis with young children who have special needs.prereqs: SPEDE 771 or permission of the coordinator of the early childhood special education programincludes 5 hrs of field experience.Credits3

SPEDE 772.51 Behavioral Theory and Its Applications to Young Children with Special Needs (For those in Advanced Preparation in Special Education: Track 3- Advanced Study in Early Childhood Special Education)

The major tenets of behavioral theory; variations in approaches to applied behavior analysis; how to do and use functional behavioral analysis with young children who have special needs. Advanced students must complete individually-tailored assignments.Prereq SPEDE 769.00Prereq or SPED 790.00 includes 5 hrs of field experience

SPEDE 773 Developing Partnerships with Families for Their Child’s Development and Learning

The roles of parents in the development and education of infants and young children with special needs; communicating and relating appropriately and effectively with parents of diverse educational, language, economic, and ethnic backgrounds; including parents in the intervention team; resources for parents.Pre or Co-req SPEDE 768.00Pre or Co-req or SPED 790.00 15 hrsCredits 1includes 2.5 hrs field experience

SPEDE 774 Reading and Writing for Students with Special Education Needs, Grades K–2

Methods for developing reading and writing in students with disabilities and special education needs, grades K–2; instructional approaches and specific methodologies effective with young children who have a variety of learning disorders. From this instructional base, teachers can make informed decisions regarding the importance and propriety of special teaching strategies for use with particular students.Pre or Co-req SPEDE 768.00Pre or Co-req or SPEDE 769.00Pre or Co-req or SPED 790.00 HoursIncludes 5 hrs field experienceCredits3

SPEDE 775 Mathematics for Students with Special Education Needs, Grades K–2

Principles, methods, and specially-designed mathematics instruction for students with disabilities and special education needs, grades K–2; focus on concept development, concrete materials, the counting substrate and strategies, and verbal memory supports, as well as on differentiating kinds and degrees of math learning and disability.Pre or Co-req SPEDE 769.00Pre or Co-req or SPED 790.00 Hours15 hrs,Credits1

SPEDE 776 Field Experiences in Early Childhood Special Education

Two field placements of 30 hours each, with the placements at different age/grade levels: Pre–K (Birth–five), Kindergarten, grades 1 or 2; one of these experiences must be in a program using an ABA approach with children who have autistic spectrum disorders, while the other experience must be in a program with a different approach.Pre or Co-req SPEDE 770.00Pre or Co-req or SPEDE 769.00 30 hr. seminar plus 60 hrs. of field experienceCredits 4

SPEDE 777 Student Teaching: Early Childhood Special Education

Supervised student teaching in two settings with 20 days in each placement; placements must be at different age/grade levels: Pre-K (Birth–five); Kindergarten; grades 1–2; practice in the implementation of skills developed through coursework and field experiences.prereqs: SPEDE 776, ECC 712pre/co reqs: SPEDE 771, SPEDE 772, SPEDE 77330 hrs seminar plus 40 daysCredits 4

Supervised student teaching in two settings with 20 days in each placement; placements must be at different age/grade levels; Pre-K (Birth–5); Kindergarten; grades 1–2; practice in the implementation of skills developed through coursework and field experiences.Prereq SPEDE 767.00Pre or Co-req and SPEDE 771.00Pre or Co-req and SPEDE 772.00Pre or Co-req and SPEDE 773.00 Hours 30 hrs seminar plus 40 days,Credits 4 cr

SPEDE 778 Student Teaching in Early Childhood Special Education

Supervised student teaching for 20 days at one of the following age/grade levels: Pre-K (Birth–5), Kindergarten, grades 1–2; practice in implementation of skills developed through coursework and field experiences. (Note that students who take SPEDE 778 must also take SPEDE 779 and the placements must be at different age/grade levels.)prereqs: SPEDE 776, ECC 712pre/co reqs: SPEDE 77130 hrs seminar plus 20 daysCredits 2

SPEDE 778.50 - Student Teaching in Early Childhood Special Education with an Annotation in Severe Multiple Disabilities

Supervised student teaching for 20 days at one of the following age/grade levels: Pre-K (Birth–5), Kindergarten, grades 1–2; practice in implementation of skills developed through coursework and field experiences.Prereq SPEDE 776.00Prereq and ECC 712.00Prereq [Pre/Co] and SPED 771.00 Hours 30 hrs seminar plus 20 days,Credits 2 cr(Note that students who take SPEDE 77850 must also take SPEDE 77950 and the placements must be at different age/grade levels. Students must be in an early childhood program with learners with severe disabilities for the entire semester)

SPEDE 779 Practicum in Early Childhood Special Education

Supervised practicum and weekly seminar; practice in the implementation of skills developed through coursework and field experiences. (Note that students who take SPEDE 779 must also take SPEDE 778 and the two experiences must be at different age/grade levels. Pre-K [Birth–five], Kindergarten, grades 1–2. Teacher Candidates must be in an early childhood program that includes children with disabilities for the entire semester.)prereqs: SPEDE 776, ECC 712pre/co reqs: SPEDE 771Hours30 hrs seminar plus conferences,Credits2(Note that students who take SPEDE 779.00 must also take SPEDE 778.00 and the two experiences must be at different age/grade levels. Pre-K [Birth–five], Kindergarten, grades 1–2. Teacher Candidates must be in an early childhood program that includes children with disabilities for the entire semester.

SPEDE 779.50 - Practicum in Early Childhood Special Education with an Annotation in Severe Disabilities

Supervised practicum in an age/grade level other them that used in SPEDE 77850 practice in the implementation of skills developed through coursework and field experiences. Students must be in an early childhood program with learners with severe disabilities for the entire semester.prereq:SPEDE 76700Hours30 hrs seminar plus conferences,Credits2

SPEDE 779.51 Practicum in Early Childhood Special Education (For those in Advanced Preparation in Special Education: Track 3- Advanced Study in Early Childhood Special Education)

Supervised practicum and weekly seminar; practice in the implementation of skills developed through coursework and field experiences.Advanced students must complete individually-tailored assignments.Pre or coreqs SPEDE 77630 hrs seminar plus conferencesCredits 2

Understanding the special needs of higher functioning children with autism spectrum disorders; assessment, instructional approaches, models, and methods for use in educational settings.prereq or coreq: SPEDE 771 or permission of the program coordinatorCredits 1 cr

SPEDE 795.50 Student Teaching in Early Childhood Special Education with an Annotation in Severe Multiple Disabilities